In the present study, an actual condition survey regarding Clumsy children was conducted on 5-year-old children using the questionnaire. Responses were obtained from the parents of a total of 392 children. Based on the results, Clumsy children was suspected in an overall total of 5.6% （suspected in 3.8% and strongly suspected in 1.8%） of 5-year-old children. Analysis of individual items revealed that the motion characteristics of Clumsy children tended to manifest markedly during activities involving balance, ball catching, and writing, as well as in items related to group activity. Differences were also seen for psychological aspects related to a sense of difficulty, such as hesitation in activity participation and giving up early. Our results suggest that it is necessary both to standardize assessment of Clumsy children and to investigate support methods based on motion and psychological characteristics.

Authors considered that “the score list of joint attention behavior” （Kuroki & Ohgami, 2003） was a useful measure not only for children with typical development but also for children with autism. The purpose of this article was to investigate the connection with joint attention behavior and a mand by means of assessing by using the checklist based on the score list of joint attention behavior and by intervening using results of the checklist. The subjects were two children with autism and autistic tendencies without mand. In this study, authors assessed stages of the joint attention of the children using the checklist. One of the subjects was at the stage of “operation of attention”, and the other one was at the stage of “the following of behavior”. As a result of intervention based on the assessment, the stages of the children did not change, but their joint attention behavior scores did. In addition, a mand was seen in the evaluation phase, and the mothers reported that the mand increased more in a situation where the children demanded something. These results were discussed on the relationship between JA score and change of subjects, the relationship between JA score and mand, and formation and generalization of mand based on developmental stages. The authors suggested that the importance of using a checklist for joint attention behavior and carrying out intervention for children with autism.

The purpose of this study was to report the nursery school itinerant consultation cases, and to consider the various needs of the nursery school teachers and the way of supports of the Itinerant consultation. In this paper we were reported 3 cases. A summary of each case are as follows: first, the case that we prompted the adaptation of a girl that is selective mutism. Second, the case that we conducted a developmental test to boys that was suspected the delay of words, and were referral the boy to the Treatment and Education Institution. Third, the case that we prompted to nursery school teachers the detailed understanding of the boy that can’t listen to teacher’s instructions and can’t spend calmly. Through these cases, it was suggested that support model to perform a direct intervention in the nursery school children and parents by the counselor is effective. Especially, in this support model, We were easily able to promote to the nursery school teachers the detailed understanding of children and the concrete support to children, compared to ordinary the indirect support model as a mainly behavior observation.

The purpose of this study was to examine the relationship between body consciousness and attitudes to distress in developmental stages of adults. In this study, the “Body Consciousness Scale” and the “Scale on Attitudes to distress” were developed. Both the scales were implemented on 302 adults. In this study, the 20s were defined as the early adulthood group, the 30s and 40s were defined as the middle adulthood group, and the 50s and 60s were defined as the late adulthood group. Using both scales, the relationship between body consciousness and attitudes to concerns in each stage of development was examined. In the result of analysis, there were differences among the stages of development between the sense of awareness and swayed the body discomfort with the positive perspective on the distress matter, and also with the retention of distress. On the other hand, the relationship between the attitudes to distress with participant’s tendency to care about then physical sense and regulate their body, and with the consciousness about their body externaly did not show any differences in terms of developmental stages. The above results suggest that body consciousness and attitudes to concerns were similar across developmental stages. However, it was discussed that there were differences among the different stages of development in the context of the tendency towards the body discomfort related to the attitudes to distress.

The purpose of this study was to examine the relationship between the experiences of child care in nurses and their recognition of difficulties at the making communication with the mothers who have the children with some disability. The subjects were 109 nurses, who were divided in four groups of age （20years, 30years, 40years and 50years）. They were asked about their experience of child care and their own children and to fill the inquiry of the cause of difficulty at the child care in nursery school. The results were the followings; the difficulty was divided in two kinds of cause （the nurse’ s own problems and the mother’ s problems）, the cause in 20 years-olds nurse was their own problems but in more than 40 years was the mother’ s problems, and the nurse who had the experience to care the child with disability did not think that the cause of the difficulty was due to the mother’ s problems. From the above findings, it was discussed that the experience of nurse was related to the difficulties of communication with the children’ s mother at the nursery school.

The aim of this study was to examine the effects of a Dohsa-hou intervention package on the development of joint attention in a student with severe autism. The subject was a first grader enrolled in elementary special support school, who was 10 months, namely the behavior following stage on the joint attention score. The subject participated in the intervention package for 11 sessions. The package consisted of Dohsa-hou, shaping mand on both body touching play and playing catch, and a joint action routine in the form of role-playing between a salesperson and a customer. The subjects’ mother performed a similar intervention program with the child at home for a total 20 sessions as part of this study. The dependent variables were evaluated according to the joint attention score and the differences in the personal interactions of the subject between the baseline and the evaluation phase. Progressive measurements of independent variable of the program were the increase in eye contact during Dohsa-hou and playing catch, the percentage of mands completed, and the percentage of correct answers during role play. Progress was measured in terms of whether the subject could accurately perform additional action tasks and engaged in more eye contact with the trainer in Dohsa-hou, or engage in actions such as teasing and referential looking. During play, the subject was able to make requests almost 100% of the time. The subject was able to catch and throw a ball to the trainer while looking at her. In the joint action routine, the subject was eventually able to complete almost 100% of the role play, and was able to play the roles of customer and salesperson accurately. On the joint attention score, the subject advanced by 15 months, namely to the symbol formation stage. These results were discussed from the issue of the development of joint attention by the Dohsa-hou and social interaction, as well as the effects of the Dohsa-hou intervention package involved in family.