Japanese Journal of Behavior Therapy

[title in Japanese]

Article type: Appendix
2011 Volume 37 Issue 3 Pages App1-
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_App1

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How Does Flexibility of Coping Strategies Affect Posttraumatic Stress Responses?(Article)

Satoshi KIMURA, Masaya ICHII, Makoto SAKAI

Article type: Article
2011 Volume 37 Issue 3 Pages 133-142
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_133

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The present study examined effects of flexibility in coping strategy upon posttraumatic stress responses. Undergraduate students (n =191) who had a traumatic memory responded to a questionnaire by recollecting it. After Kato (2001b, in Japanese), flexibility was defined by 2 criteria: giving up an unsuccessful strategy (criterion G.) and adopting a new strategy (criterion N). Participants were categorized into 4 groups: G-N (n= 41) , G-noN (n=36), noG-N (n= 49) , noG- noN (n= 65). Two-factor multivariate analysis of covariance showed a significant interaction of G and N. Also, significant simple main effects were found. Among the participants who adopted a new strategy, those who had given up the previous one (G-N group) showed significantly higher scores on avoidance symptoms in comparison to those who had retained it (noG-N group). On the other hand, among the participants who had not adopted a new strategy, those who had given up the previous one (G-noN group) showed significantly lower scores on avoidance symptoms than those who still retained it (noG-noN group). These results suggest that flexibility of coping strategy might aggravate posttraumatic stress responses.

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Effects of Psychosocial Factors on Cognitive Behavior Therapy for Preventing Recidivism by Sex Offenders : A Meta-Analysis(Brief Notes)

Kazutaka NOMURA, Tetsuya YAMAMOTO, Kyoko HAYASHI, Hideki TSUMURA, Hiro ...

Article type: Article
2011 Volume 37 Issue 3 Pages 143-155
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_143

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The purpose of the present study was to identify psychosocial factors in cognitive behavioral therapy (CBT)-based treatment programs for sex offenders that may influence the reduction of reoffending. Cognitive behavioral therapy-based treatment programs for sex offenders were cate- gorized by the presence or absence of self-management. Meta-analysis of 13 studies investigated effectiveness of psychosocial factors in programs for sex offenders. The results verified the effectiveness of programs composed of sexual interests, distorted attitudes, socio-affective functioning, and relapse prevention. The present results suggest the need for adjustment of the procedures for improving self-management, such as stress management.

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Relation of Self-Efficacy and Self-Care Behavior of Children with Type 1 Diabetes to Durationof Their Diabetes : A Summer Camp Study(Brief Notes)

Miho SASAKI, Akiko OGATA, Yuri ITO, Yuko TAKEI, Yui KANEKO, Shin-ichir ...

Article type: Article
2011 Volume 37 Issue 3 Pages 157-169
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_157

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The purposes of the present study were to explore long-term effects of a diabetes camp on self-care behavior of Japanese children with type 1 diabetes, as well as relations between the children's self-care behavior and self-efficacy, and the duration of their diabetes. The participants, 20 children with type 1 diabetes, were asked to complete questionnaires at the beginning and end of a diabetes camp. In addition, a follow-up survey was administered 6 months after they left the camp. The results were as follows: (a) the participants' self-care behavior improved after attending the camp, but this effect was not maintained after several months. (b) participants who had had diabetes for a long duration showed less improvement in self-care behavior than those who had recently been diagnosed with diabetes. (c) participants with high self-efficacy exhibited a larger degree of improvement in self-care behavior than those with low self-efficacy. These findings suggest the importance of considering duration of diabetes and self-efficacy in improving self-care behavior of summer camp participants with type 1 diabetes.

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Development of a Japanese Test of Knowledge of Applied Behavior Analysis (TK-ABA)(Brief Notes)

Shinji TANI, Yayoi DAIO

Article type: Article
2011 Volume 37 Issue 3 Pages 171-182
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_171

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A test was developed to measure Japanese people's knowledge of applied behavior analysis (ABA). The test consisted of 41 questions relating to basic knowledge of applied behavior analysis, such as reinforcement, stimulus control, and prompting and fading. The Knowledge Test-Applied Behavior Analysis (TK-ABA) was completed by 3 categories of individual: nolearning group, student group, and clinician group. Analysis of the data showed significant differences among the groups (clinician > student > nolearning). This result indicated that scores on the test of TK-ABA increased according to participants' history of learning about applied behavior analysis. The 17 teachers and staff who were working with handicapped people received a 4.5-hour lecture on applied behavior analysis. The knowledge test (TK-ABA) and also a test of knowledge of behavioral principles as applied to children (KBPAC) were completed by the participants before and after the lecture. The results showed that scores on both tests increased significantly after the lecture. After the lecture, answers to 18 questions on the TK-ABA changed significantly, and answers to 5 questions on the KBPAC also changed. These results support the hypothesis that the TK-ABA is much more sensitive than the KBPAC for measuring knowledge of applied behavior analysis acquired in a lecture.

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Effects of Class-Wide Social Skills Training for Children Adolescents in Japan : A Meta-Analytic Review(Review)

Fumito TAKAHASHI, Shunsuke KOSEKI

Article type: Article
2011 Volume 37 Issue 3 Pages 183-194
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_183

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The present meta-analysis of 14 Japanese publications investigates the effectiveness of classwide social skills training (SST) for children and adolescents in Japan. The results were as follows: (a) Class-wide social skills training has been shown to have a strong effect on social skills. (b) First to third-graders are more likely than pupils at any other grade level to benefit from social skills training. (c) The number of sessions (i.e. 5 vs. 6) does not influence the effect size. (d) Homeroom teachers do not have a clear advantage as social skills training facilitators. (e) The results in the articles reviewed do not allow a clear conclusion as to whether interventions outside the sessions increase the effect of social skills training. (f) An effect of social skills training is likely to be shown in data obtained from teacher-rating scales or peer nominations. Based on these results, future directions for research into class-wide social skills training are discussed.

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Teaching Clock Time Reading Skills to an Autistic Woman with a Profound Intellectual Disability(Practical Research)

Masanari FUJITA, Junko TANAKAMATSUMI, Satoru HIRAYAMA

Article type: Article
2011 Volume 37 Issue 3 Pages 195-204
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_195

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The purpose of the present study was to develop specific behavioral training in order to train an autistic client with profound intellectual disability to read clock time. The client was a 41-yearold female who had lived in a residential facility for people with severe disabilities for the past 28 years. In 45 individual training sessions and 5 generalization/maintenance sessions, the client was trained to read hourly clock time through modeling, discrimination training, and gradual fading of prompts. Each session lasted about 30 minutes. In pre-training assessment, the client could state seven numbers from 1 to 7, but she could not read clock time at all. After the training, she was able to read any analog clock time, and could correctly state their serial order. In follow up sessions three and a half months later, her clock time reading skills were maintained and generalized to other clocks. These results suggest the feasibility of using behavioral techniques to teach the complex skill of reading clock time to autistic adults with profound intellectual disabilities.

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[title in Japanese]

Article type: Appendix
2011 Volume 37 Issue 3 Pages 209-
Published: September 30, 2011
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.37.3_209

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