Using transcripts developed through the Inter Reactive Learning and Communication（INREAL）approach，students specializing in speech-language-hearing therapy conducted practice sessions of behavior observation and observation recording，which are necessary in the clinical training．Students were asked to view and listen to videos of autistic children receiving therapy sessions and record the intentional communicative behavior，the unintentional non-communicative behavior，and the therapist responses to the children．A pre-test was conducted before the practice sessions and a post-test was conducted after five practice sessions to compare the status of each student’s recording skills regarding the behaviors and responses that should be recorded．The recording of communicative behavior，non-communicative behavior，and therapist responses to children significantly improved at post-test compared to those at pre-test(p＜0.01)．This indicated that the practice sessions performed here are effective for improving students’ skills in behavior observation and observation recording．

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In the present study，a rubric was created as a method for objectively evaluating book reports and its effects were analyzed by actually applying the criteria when teaching book report writing to students．The students were asked to read an article of approximately 800 words in length，and write a book report in line with the seven instructional items(i.e.，summarizing，punctuation，paragraphing，meaning，relevance，structure，and rhetoric)that comprise the evaluation rubric for this type of writing．Consequently，from the first lesson onwards，summarizing and paragraphing showed a significant improvement compared to the pre-test results，and from the second lesson，the same was observed for punctuation，meaning，relevance，structure，and rhetoric(p＜0.05)．Moreover，for all 7 instructional items，the scores for the post-test were significantly higher than those for the pre-test(p＜0.01)．These results demonstrate that the teaching method for book report writing used in this study improves students’ability in this particular area over a short period．Moreover，evaluating students’ performance by categorizing it into 7 items allows the students themselves to systematically identify their weaknesses．This helps the students exercise foresight through making projections，thereby promoting their learning behavior．

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In the present study，a rubric was created as a method for objectively evaluating book reports and its effects were analyzed by actually applying the criteria when teaching book report writing to students．The students were asked to read an article of approximately 800 words in length，and write a book report in line with the seven instructional items(i.e.，summarizing，punctuation，paragraphing，meaning，relevance，structure，and rhetoric)that comprise the evaluation rubric for this type of writing．Consequently，from the first lesson onwards，summarizing and paragraphing showed a significant improvement compared to the pre-test results，and from the second lesson，the same was observed for punctuation，meaning，relevance，structure，and rhetoric(p＜0.05)．Moreover，for all 7 instructional items，the scores for the post-test were significantly higher than those for the pre-test(p＜0.01)．These results demonstrate that the teaching method for book report writing used in this study improves students’ ability in this particular area over a short period．Moreover，evaluating students’ performance by categorizing it into 7 items allows the students themselves to systematically identify their weaknesses．This helps the students exercise foresight through making projections，thereby promoting their learning behavior．

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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