The purpose of this study was to examine the effects of Dohsa-hou on language development of a child with autism who did not have language expression. In this article, author focused on the initiative joint attention and the declarative joint attention in order to analyze subject’s turn-taking action in Dohsa-hou and other situation like play and study. As a result, subject initiated joint attention such as directing the trainer’s attention to him, and he became to use the declarative joint attention such as he look at the trainer with smile at the end of a motor action task. On the other situation, depending on the increase of the initiative joint attention and declarative joint attention, he became to interact by using language. These results was discussed that the Dohsa-hou facilitated to develop the emotion such as the subject wanted to interact to others, then it was suggested that the Dohsa-hou was effective in the development and the promotion of basic communication bring to initiative joint attention and declarative joint attention

The purpose of this article was to examine the effects of community-based instruction and simulation instruction to a student with autism who used a public bus as a means of transportation to school. In order to have involvement in the community, it is important that the student with autism is able to take independently a public transport. The subject of this study was a junior high school student with severe autism enrolled in a special school. A support using changing condition design was conducted within four terms. From the first to the third support phase, cue cards were provided with gradual reduction over a specified period. In the fourth phase, a simulation instruction was carried out in addition to the community-based instruction. The result shows that the achievement ratio of the program reached to 92.0% upon the evaluation of the last support phase. The result was considered through the following perspectives: the relationship of commuting to school and independent living, the support method using visual clue and understanding of the surrounding.

The purpose of this study was to explore the characteristics of “self-consciousness” of adults with cerebral palsy （C.P.） through analyzing their narratives of life-turning points （life events）. Semi-structured interviews were conducted to two males and four females with cerebral palsy （33 to 46 years old）. According to the interview, ①the people with C.P. were divided into two groups; the people in one group had much consciousness about own physical states and another one had not so much, ②and their “self-consciousness” was classified into five aspects（bodily, social, emotional and personality, ability and hope）. The main results of this study were followings; ①the much “bodily-consciousness” in the former group was caused by the accidental injury and the disabilities of motor action in their daily life and the decreasing mobility by the aging;② the people had much bodily-consciousness could recognize the various aspects of self-consciousness by talking about himself to the interviewer;③ though the people in the second group had less bodily-conscious, they were strongly interested in the “social -consciousness” （interpersonal relationship and the social interaction）. This study suggests that the therapist should be interested in not only bodily aspect, but various aspects of “self-consciousness” in C.P. people in order to make the psychological support.

It have been pointed out that children with developmental disorder without intellectual disability have the problems of self-recognition that they were suffered from low self-esteem. The purpose of this study was to examine the developmental change of self-recognition of the type of Attention Deficit Hyperactivity Disorder（ADHD） and of Autistic Spectrum Disorder（ASD）, and the difference of self-recognition between the two types. Twenty three subjects were asked to have the interview using the inquiry about self-recognition. This inquiry was designed with reference to Japanese version of the scale for the self-cognition in childfood and early adolescence （Tanaka, Wada, Kojima, 2005） consists of three sub-measures; the self-evaluation, the self-recognition about others evaluation and the self-respect. The results were the followings; ①it is not observed in children with developmental disorders that the self-esteem have decreased according to aging in normal children, ②developmental change is observed in the area of self-evaluation related to self-esteem ③the difference of self-recognition between “high” and “low tendency” of ADHD is not examined, but“high tendency” of AS shows low social acceptance of self-recognition about others evaluation.