Japanese Journal of Behavior Therapy

Class Preparation Behavior: Functional Assessment-Based Intervention in a Classroom Setting for a Child with Attention Deficit/Hyperactivity Disorder(Special Issue: Positive Behavioral Support Program for Children with Developmental Disabilities)

Fumiyuki NORO, Ai FUJIMURA

Article type: Article
2002 Volume 28 Issue 2 Pages 71-82
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_71

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We evaluated the effect of functional assessment and assessment-based interventions on the preparation of task materials by an elementary-school boy who met the diagnostic criteria for attention deficit/hyperactivity disorder (ADHD). In order to demonstrate the effects of an intervention plan based on information obtained during teacher interviews and direct classroom observations, we conducted a brief functional analysis assessment in an outpatient clinic. The intervention procedure proposed to the homeroom teacher was to direct the boy individually to prepare task materials, and to give him a token after he followed the instructions. The homeroom teacher faxed record sheets reporting token delivery to the investigators once a week. Based on these records, back-up reinforcers were delivered to the boy by his mother and by trainers in the outpatient clinic. The results, which demonstrated that assessment-based intervention could increase this boy's adaptive classroom behavior (i.e., preparation of task materials) , suggest the applicability and utility of functional assessment for behavior problems exhibited by children with ADHD in school settings.

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Independent Travel Skills and Social Interactions in a Natural Environment: Teaching a Student with Autism(Special Issue: Positive Behavioral Support Program for Children with Developmental Disabilities)

Masataka WATANABE

Article type: Article
2002 Volume 28 Issue 2 Pages 83-95
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_83

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Independent travel skills were taught to a 15-year-old boy with autism. Before the instruction, a task analysis of travel skills needed from his home to T University was attempted, based on a survey of the natural environment. Also, a meeting was held with the student and his parents in order to explain the instruction and obtain their consent to the training. The travel skills were taught in a natural environment with immediate and delayed prompting procedures. In addition, simulation instruction was conducted with a personal computer in order to convey moving to the curb when the desired bus was approaching. The results indicated that the youth acquired travel skills following the combination of instruction in the natural environment and the simulated setting. The results were discussed in the context of general case instruction. Social interactions between the student and other members of the community were observed in the natural environment. People's response to his behavior depended on the specific social situation. The results were discussed in terms of the contingencies in the natural environment.

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Home-Based Early Intervention for Children with Developmental Disabilities(Special Issue: Positive Behavioral Support Program for Children with Developmental Disabilities)

Shinji TANI

Article type: Article
2002 Volume 28 Issue 2 Pages 97-109
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_97

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The outcomes of a home-based early intervention for families with children with develop-mental disabilities were examined. Data on total developmental quotient (DQ), language comprehension, and language expression were collected from 19 children (14 boys, 5 girls; average age, 3.3 years; age range 2.5-4.2 years) in 18 families. A checklist about the children's language performance, the Childhood Autism Rating Scale (CARS), and a questionnaire about home-based intervention were completed by family members. The children were given behavior therapy training in their homes for about 2 years. Of the 19 children, 11 acquired skills of basic language comprehension, naming, and mands; the total DQ increased in 8 children, including 5 who gained more than 75 points in their DQ scores. The language comprehension mental age (MA) increased more than 10 months in 17 of the children, and the MA in language expression, by more than 10 months in 12 of them. The correlation between changes in developmental quotient (i.e., pre-post DQ difference) and CARS scores was large (γ =0.61). The results showed that the training facilitated language development in many of the children, whether or not they had been diagnosed as autistic, although those with more severe autism had smaller gains in DQ. The results were discussed in relation to the significance of family support and early home-based intervention.

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Social Skills Training for a Child with Learning Disabilities Who Had Been Rejected by Her Peers(Special Issue: Positive Behavioral Support Program for Children with Developmental Disabilities)

Yoko SATO

Article type: Article
2002 Volume 28 Issue 2 Pages 111-122
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_111

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A 6-year-old girl with learning disabilities was given social skills training, using a coaching method, in attempt to improve the poor social acceptance that she had from her peers. Pre-training assessments, including teacher ratings and direct behavioral observations, showed that she had poor social skills (e.g., many inappropriate and few appropriate social interactions with her peers) . The training involved nine 60-minute sessions, 5 of which were conducted in a small training room, and the remaining 4, in free-play settings. After the training, teacher ratings and direct behavioral observations showed that her appropriate interactions had in-creased, and her inappropriate social interactions (both aggression and withdrawal) had decreased. No consistent results were found for entry skills. Self-Control Rating Scale (SCR) scores showed that her self-control was enhanced after the training.

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Anger Expression Patterns and Cognitive Therapy: Application of Inductive Social Skills Training Focused on Behavior(Special Issue: Positive Behavioral Support Program for Children with Developmental Disabilities)

Tomomi MASUDA, Nobukazu NAGAE, Kaneo NEDATE

Article type: Article
2002 Volume 28 Issue 2 Pages 123-135
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_123

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he purpose of the present study was to examine the effects of cognitive behavior therapy (CBT), specifically inductive social skills training (ISST), for alleviating anger in Japanese university students with high Trait-Anger scores, and to examine the results in relation to individual differences in anger-expression patterns. Participants, 42 undergraduate students who scored above average on Trait-Anger, were divided into 2 groups: (1) high Anger-Out (AO), and (2) high Anger-In (AI). The 2 groups were respectively assigned to either cognitive behavior therapy or control (no treatment) . Over 4 weeks, participants given cognitive behavior therapy received an intervention focused on the behavioral aspects of anger. Those participants were more effective than the control groups in reducing hostility, anxiety, and Trait-Anger; the effect was maintained at a follow-up 3 months after the post-test. Cognitive behavior therapy was more effective in Anger-Out participants than in Anger-In ones. The intervention may have been more effective for those who tend to express anger because it was focused on the behavioral aspects of anger. The importance of considering different patterns of anger expression when applying cognitive behavior therapy was discussed.

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Social Skills Training with an Aggressive Preschool Child: Generalization and the Role of Peer Helpers(Special Issue: Positive Behavioral Support Program for Children with Developmental Disabilities)

Hisayo OKAMURA, Shoji SATO

Article type: Article
2002 Volume 28 Issue 2 Pages 137-147
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_137

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In order to examine the generalization effects of social skills training (SST) and the effectiveness of peer helpers in increasing the social skills of an aggressive preschool girl (4 years 8 months old) , the present study implemented a 2-component training: (a) coaching the target behavior in a training room and in natural free-play settings, and (b) participation of 3 peers in the training. The social skills training consisted of 16 sessions focusing on 3 target skills: entry skills, appropriate social interaction skills, and appropriate refusal skills. The results were as follows: (a) The girl improved her social entry skills, increased her positive responses to her peers, and decreased her negative social behavior. (b) During the training, she was not likely to initiate entry behaviors with the peer helpers, but she expanded her initiation skills to untrained peers between the termination of training and the follow-up. (c) None of the peer helpers appeared to interact constantly with her.

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[title in Japanese]

Article type: Appendix
2002 Volume 28 Issue 2 Pages App1-
Published: September 30, 2002
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.28.2_App1

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