This study investigated how mothers, during face-to-face interaction with their infants, direct their infants’ attention. Mothers’ behaviors were measured by the frequency and type (e.g., directing vs. maintaining attention) as well as patterns of infant-directed speech (IDS) in two semi-structured conditions (e.g., eating vs. play), comparing the responses of seven infants with autism spectrum disorder (ASD) and eight infants with typical development (TD). Results showed that the mothers of infants with ASD showed ostensive cues more frequently, while the mothers of infants with TD maintained attention more frequently. Furthermore, the average tone pitch of mothers’ voices giving ostensive cue in both groups was higher in the play condition than that of the eating condition. The average tone pitch of mothers was not different between groups. The mothers’ behavior may have changed according to the characteristics of their infants and the context in which the interaction occured.

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The present study aims to examine the problem of executive function in children with autism spectrum disorders (ASD) who do not have an intellectual disability in comparison with typically developing children. Participants were 20 children with ASD (ten second-graders, ten third-graders) but without intellectual disability and 20 typically developing children. The conducted executive function tasks were two inhibition tasks and two planning tasks. The results showed that in one inhibition task and both planning tasks, scores of children with ASD were significantly lower. Moreover, in one planning task, the third-grade results were significantly higher. From these results we are able to determine that children with ASD is presented with difficulties and possible strategies for overcoming those difficulties–in terms of inhibition and planning. We are also able to show how it compares with typically developing children of the same age even if there is no intellectual disability among the children with ASD. Additionally, the possibility that this situation develops in accordance with age is suggested.

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The primary aim of this symposium was to provide a forum for demonstrating ways of internationalizing Japanese special education research. Firstly, three Japanese early career researchers (ECRs) gave model presentations in English, followed by discussion of points to consider when presenting in international forum. Suggestions from the three ECRs were presented regarding the goal of the presentation, dealing with the audience, and preparation for Question and Answer sessions. Secondly, Dr. Paul Lynch presented the procedure for writing and submitting English language papers, while Professor Divya Jindal-Snape presented practical aspects of internationalization of Japanese special education research. Finally, Dr. Yoshiko Toriyama concluded that, in order to establish themselves internationally, ECRs need to be mindful of the international perspective. This symposium needs to be held periodically to help ECRs develop positive attitudes and strategies towards disseminating their outputs internationally.

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