This study hypothesized a model for correlating the parents’ adverse childhood experiences (ACEs) on their children’s problems when mediated by parenting behavior. A survey was conducted with 1,000 mothers and 1,000 fathers with children aged 2–4 years, analyzing the paths for mothers and for fathers separately. The results indicated that ACEs were more common among mothers than fathers. Moreover, the more ACEs a mother had, the more of her children’s problems she recognized, as mediated by a decrease in “consultation/care” and increases in “difficulty in upbringing” and “difficulty in care.” However, ACEs among fathers did not correlate with children’s problems being mediated by parenting behavior. The results suggest a need for differently adapted psychosocial supports for mothers and fathers.

【Research Impact】

Whereas previous studies of the correlations between parents’ ACEs and their children’s problems have centered on mothers, this study examined how the ACEs of both mothers and fathers correlate with children’s problems when mediated by parenting behavior. It thus clarified differences in how the gender of the parent influences their children’s problems.

This study examined differences in perceptions of kyara and stress related to its maintenance among elementary and junior high school students. Kyara is a shortened form of the Japanese pronunciation of the English word character. The study also investigated the influence of emotions toward friends and attitudes toward kyara on kyara-related stress. A questionnaire survey was conducted with 1,141 students. The results indicated three key findings. First, while many fourth graders were unfamiliar with kyara, the majority of ninth graders recognized it, suggesting increased awareness with age. Second, junior high school students demonstrated a stronger awareness of both the benefits and drawbacks of kyara and reported higher levels of stress associated with its maintenance compared to elementary school students. Third, regardless of school level, greater trust in friends was linked to recognition of kyara’s benefits and lower levels of stress, whereas higher levels of anxiety toward friends were associated with increased perception of kyara’s drawbacks and greater stress. These findings indicate that kyara’s impact can be either positive or negative depending on interpersonal emotions. When addressing kyara among students, attention should be given to the friendships in which it is being practiced.

【Research Impacts】

This study clarified the recognition and use of kyara among elementary and junior high school students and demonstrated that stress related to its maintenance is higher among junior high students. It also found that emotions toward friends influence attitudes toward kyara and kyara-related stress, suggesting that addressing kyara should focus less on its intrinsic value and more on the nature of the friendships in which it is involved.

This study examines how parents of young children cognitively conceptualize the significance of picture book reading and whether this cognition is associated with factors such as the frequency of reading at home and the number of picture books available. Furthermore, this study explores whether children’s responses to shared reading influence parental cognition. A total of 458 parent–child dyads with children aged 1 to 5 years participated in a picture book lending program in which four books were distributed (one per week). The parents completed questionnaires assessing their cognitions regarding picture book reading. Principal component analysis revealed two dimensions of perceived significance: the first reflected a comprehensive understanding of cognitive development and motivational aspects, while the second emphasized emotional bonding and imagination. Both components were positively associated with reading frequency and the number of books per household, with the first component showing a stronger association. Additionally, children’s responses during reading were found to be related to parents’ postreading cognition. Age-related differences in children’s responses were also linked to variations in parental cognition.

【Research Impact】

This study suggests that parents of children aged 1 to 5 develop cognitive awareness of the significance of picture book reading through their children’s responses. The findings further indicate that age-related changes in children’s reactions are associated with corresponding shifts in parental cognition. These results provide foundational data for promoting community-based supports that encourage parents to engage cognitively with the value of shared picture book reading.

This study explored how a teacher responds when a child with autism spectrum disorder (ASD) produces immediate echolalia in reaction to classroom directions. A discourse analysis was conducted based on video recordings of the interactions between a teacher and a child with ASD in a special education classroom at a junior high school. The findings revealed that when the teacher requested a specific utterance and modeled it, the child’s repetition was treated as obeying the request, and the teacher responded by waiting for the reaction of the interlocutor or replying to the child. Meanwhile, when the teacher requested a specific action, echolalia that was spontaneously produced alongside the completion of the action was treated as a report of carrying out the instructions, and the teacher provided positive feedback or proceeded to the next activity. In other cases, echolalia was seen as a sign that the child had received the instructions, and the teacher waited for or prompted a response. Finally, when the child’s behavior stalled, the teacher treated echolalia as a request for help and promptly offered it.

【Research Impacts】

This study examined how a teacher responded when a child with ASD produced immediate echolalia in reaction to the teacher’s instructions. The teacher treated echolalia not as an incorrect or inappropriate response, but as various meaningful actions. Though previous research revealed a variety of meanings of echolalia, this study demonstrated that the teacher was oriented to those meanings and made use of them to facilitate interaction.

In the field of developmental support for children with autism spectrum disorder (ASD), there has been an increase in programs based on naturalistic developmental behavioral interventions. This study examined the effectiveness of a parent–child communication program that included support for caregivers. The program was implemented with 42 preschool children diagnosed with ASD (mean age: 48 months) and their caregivers, using social contingency tailored to the children’s stages of self–other differentiation. Pre- and post-intervention assessments measured the children’s language abilities, social cognitive skills (including imitation and joint attention), and emotional and behavioral problems. Caregiver measures included parenting-related stress, sense of parenting self-efficacy, and depressive tendencies. The results indicated significant improvements in the children’s language and social cognitive abilities, along with enhancements in the caregivers’ mental well-being. These findings demonstrate the effectiveness of this parent–child communication program for children with ASD and their caregivers and support its utility as an individualized, needs-based practice.

【Research Impacts】

In Japan, research on programs using social contingency tailored to the self–other developmental stages of children with ASD remains limited. This study found that a parent–child communication program promoted vocal imitation, shared attention, and language that supported child development. It also reduced caregiver stress and improved their sense of parenting self-efficacy, contributing to better mental health.