In previous study, it was showed that some good changes and improvements on posture, movement and behavior on trainee occurred in a daily living condition in the Dohsa-Hou Camp. The two purposes of this article are, 1） Reconfirming whether some effects in previous research in Dohsa-Hou Camp will also occur in other Dohsa-Hou Camps as well, 2） Making clear the relation between the sustainment of posture, movement and behavior changes or improvements recognized in Dohsa-Hou Camps and the training frequency at home after Dohsa-Hou Camp. First, the result of reconfirming some effects in other Dohsa-Hou Camps shows the following. There are 20 questions in the questionnaire of this study. Among 20 questions, 12 questions showed as significant effects in previous study, and 9 questions of these 12 questions showed as significant changes or improvements in this study. And also, one question included in the rest of 8 questions showed as significant change or improvement. On 7 questions among questions except above 10 questions showed as significant changes or improvements, it was showed that the number of persons which recognized as change or improvement exceeded the number of persons which didn’t recognize as change or improvement. Second, about the relation between the sustainment of posture, movement and behavior changes or improvements recognized in Dohsa-Hou Camp and the training frequency at home after Dohsa-Hou Camp is as the following. In the group which Dohsa-Hou training was continued more than 4 days, good changes or improvements were sustained obviously compared to the group which Dohsa-Hou training was continued less than 5 days. Furthermore, in the group which training was continued more than 5 days, positive changes or improvements sustained as explicitly as in the group which training was continued more than 4 days. Finally, it is pointed out that the monthly （weekly） training organization has an important role to play for the continuing of the Dohsa-Hou training by parents at home. It is suggested that supervisor or trainer have to play an important role to instruct parents some right techniques and give right informations of Dohsa-Hou in the monthly （weekly） training organization, and when the trainer of a trainee changes to another trainer, all of information about the trainee must be conveyed rightly.

The purpose of this study was to investigate the relationship between Douhsa-hou and the improvement of the posture and activities of daily living of a student with intellectual and physical disabilities. The subject was a second year senior high of a special support school with mild intellectual and physical disabilities. Twenty-four sessions of Dohsa-hou caused the subject’s shoulders to relax, an improvement of the hip joint, and increased “Fumishime”, a person’s changing awareness towards own body. As the range of fumishime increased, the subject’s standing posture also turned out to be more stable as signified from the High-Reso Mat system and work learning at a special support school. The results show that Dohsa-hou is not only an effective method to stabilize posture, but is also an efficient way to improve the activities in everyday life. The outcome of the study suggests the usefulness of Dohsa-hou to students with intellectual disabilities enrolled in special support schools.

The current study assessed the value of a dohsa-hou （method for bodily movement） program implemented among local elderly residents, organized as a group, to avoid the need for long-term care. The main goal of the program was to change individuals’ perception of their own bodies and increase social interaction. Results showed that although it was difficult to establish dohsa （bodily movement） tasks for individuals or provide individual support when conducting group dohsa-hou, the sense of participants’ own bodies changed after dohsa-hou was implemented. In addition, having participants work in pairs to perform relaxation exercises allowed participants to act as both a supporter and support recipient. This allowed participants to exhibit social interaction. These results suggest that dohsa-hou would be useful for many local group activities among elderly residents. The changes in the sense of an elderly individual’s own body, and the way he or she becomes engaged, varies based on his or her characteristics. Therefore, it is also important to provide support by understanding the characteristics of each individual.

This study investigated mothers’ evaluations in relation to mother’s behavior at the trouble towards her child with Pervasive Developmental Disorders （PDD） and the sibling and siblings’ request to their mothers. The mothers of children with PDD （PDD group：PG） were compared to the mothers of typical developmental children （control group: CG） by a questionnaire. The results are as following. 1）Compared to the CG mothers, PG mothers in less “sympathetic attitude” styles evaluated less consulting behaviors of siblings. In addition, PG mothers in more “prior reaction to child with siblings” evaluated less siblings’ demanding maternal behavior. 2）In PG the mothers in more “sympathetic attitude” styles evaluated more consulting behaviors of siblings. From the result 1）, it was indicated in PG mothers’ behavior to pay attention to the emotional states of sibling influenced siblings’ request to their mothers, mother’s evaluation of behaviors were influenced by the sense of guilty or anxiety experienced in the process through caring their children. From the result 2）, since in PG mothers’ really felt that she could pay attention to the emotional states of siblings, they really felt that she could get well-balanced relationship between her and siblings.

The purpose of this study was to discuss the effect of Dohsa-hou for a male student with obsessive–compulsive attitude toward self with focusing on self-confronting experience and therapist-confronting experience. The client had obsessive–compulsive behavior pattern to cope with anxiety situation. After the client accepted self-relaxation task in Dohsa-hou, he could control himself in personal relationship, face tasks for graduate and career choices. Client faced self-relaxation task in Dohsa-hou which Therapist gave, and he experienced himself with relax. Through his self-confronting experience and therapist-confronting experience in Dohsa-hou, his manner of “self-contained” changed to communicable manner of “mutual response”. It is considered that new self-confronting experience and therapist-confronting experience in Dohsa-hou for student promoted his feeling of confidence to self and others and restructuring self-estimation in personal relationship.

This paper overviews the current state of the research to improve the ability to interpret facial expression of children and adults with Autism Spectrum Disorders (ASD) and intellectual disabilities and discusses the issues the author thinks needs to be addressed. One of the issues focuses on the importance of development of a learning program making the use of animation in order to make it possible to learn delicate facial expression. Besides, it also discusses the adoption of animation which acts in such a way as to bring about the possibility to serve as one of the supporting methods for facial expression which is a challenge for children and adults with ASD and refers to the necessity for further discussion about this subject. In addition, many preceding researches put evaluation subjects in practice before and after study but it is difficult to say that the examination was sufficient when it comes to the degree of generalization of the action to daily lives. So it describes about how to evaluate the effect of learning about facial expression on the scene of daily life. And, together with the improvement of the ability to interpret facial expression of children and adults with ASD and intellectual disabilities, it makes mention of facial expression learning program under development for educational and research purposes including the challenge to those three issues with the introduction of the outline of the learning program.