In Japan, few reviews of the literature about vocational interventions for people with developmental disabilities based on applied behavior analysis (ABA) have been published. The present article first describes the flow of research that dealt with the acquisition of vocational skills by people with developmental disabilities from the 1970s to the mid-1990s in the U.S. Next, research articles published after 1998 that dealt with vocational interventions for people with developmental disabilities are reviewed. The publications reviewed were categorized as follows: (a) work skills (accuracy and productivity), (b) work skills (spontaneous initiation and termination of work, on-task behavior), (c) social skills and self care skills, (d) reducing problem behavior, and (e) staff training. The present review of empirical studies in the U.S. identified a trend of attempting to develop effective vocational interventions for people with developmental disabilities, although the studies have some limitations, e.g., levels of evidence and a paucity of participants without intellectual disabilities. The present review also examined why applied behavior analysis is effective for vocational interventions for people with developmental disabilities.

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The present study discusses the contributions of applied behavior analysis (ABA) to evidence-based practice for behavior problems of persons with developmental disabilities. The U.S. government and various professional associations recommend applied behavior analysis. Meta-analysis of single case research has revealed the effectiveness of behavioral interventions for reducing behavior problems to some extent. In many studies, self-injurious, stereotypic, or aggressive behavior of persons with mild to profound disabilities was targeted. Functional assessment increased treatment effectiveness. Positive behavior support was included in the 1997 re-authorization of the U.S. Individuals with Disabilities Education Act (IDEA), and was extended rapidly, not necessarily because of its efficacy, but rather because of the benefits for persons with developmental disabilities on public policy and education reform grounds. In Japan, due process is not sufficient for the protection of the rights of persons with developmental disabilities. Lack of an appropriate support method is connected directly to restrictions in education and welfare. Applied behavior analysis is expected to provide substantial methodology to protect individuals' rights. In order to be able to do so, collaborative research by public agencies in educational or welfare settings is needed in order to develop supporting evidence.

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Japan's law titled, "Support for Persons with Developmental Disabilities Act" (Act No. 167 of 2004), included a description of an ideal system of supports for persons with developmental disabilities. The present review examines how applied behavior analysis could contribute to such supports. First, the scientific evidence on a comprehensive applied behavior analytic support method that would be in accordance with the law is summarized. Next, applied behavior analytic evidence-based practice for persons with autistic disorders, attention deficit/hyperactive disorders, and learning disorders is examined, especially focusing on the following points: (a) What were characteristics of those disabilities? (b) How did applied behavior analysis studies identify effective support methods? (c) How were integrated support programs developed and analyzed in larger scale studies? (d) How have guidelines for supports been established on the basis of these studies? and (e) What new research and practice has been developed for application to various individuals and situations? In general, support guidelines were proposed on the basis of the results of research, and new evidence-based support methods were produced, applied, and evaluated for individualized needs of persons with developmental disabilities. Research does not just provide a static database, but is also a necessary condition for enhancing the quality of supports.

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The Japanese law titled, "Act to Support Persons with Developmental Disabilities", enacted in 2004, intends that people with developmental disabilities will become able to live independently in their daily life and social life through participation in the community. In order for people with developmental disabilities to have an ordinary community life, it is necessary to build continuous support systems in communities and to create networks of people who will support people with developmental disabilities. It is also important to prepare an individualized support plan for each person. Those plans should include evidence based supports, ones developed as a result of scientific procedures. The individualized support plans should provide high quality services for persons with developmental disabilities. Such supports started recently in Japan. It is important to spread such procedures throughout the country in order to develop the community life of people with developmental disabilities.

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We have conducted an American summer treatment program (STP) for children with ADHD in Kurume City, and now, after 3 years, we have evaluated the efficacy of this program. The summer treatment program was based on methods established by Pelham of the State University of New York at Buffalo. A total of 89 children participated. The program was run in a day camp-like setting for 2 weeks in 2005, and for 3 weeks in 2006 and 2007. Many evidence-based techniques (e.g., point systems, positive reinforcement, daily report cards, and time out) were used. No child dropped out. All children showed positive behavioral changes in multiple domains of functioning. Each year, one of the children required an individualized program because of the staff's use of an excessive number of time outs. Scores on an ADHD rating scale and symptoms of oppositional defiant disorder evaluated by parents significantly improved after the summer treatment programs. Parental satisfaction was very high. The American summer treatment program was effective for Japanese children with ADHD. It also promoted collaboration among professionals and provided clinical training for students, as well as an opportunity for clinical research.

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A meta-analysis of data from published papers cannot take the place of a randomized controlled trial, since published papers rarely include negative results. Furthermore, direct gathering of case reports, including negative cases, must be done. So that they can prepare individualized support plans for people with disabilities, service agencies should be provided with a profile of each person's complete list of disabilities and a record of services provided to that person in the past. The campus of a university during the summer season in Japan is a good place to conduct a camp program for neighbors in the community that would focus on improvements in many kinds of behavior. Vocational support for people with disabilities is essential for the improvement of their social life in the community. The training of many additional skilled job coaches is urgently needed. Many parents of people with developmental disabilities have been waiting a long time for the community to develop to the point where their offspring can survive comfortably in the community after the parents have died. Applied behavior analysis can assist in the planning and establishment of such community.

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