We investigated the relationships between early social-communication behaviors and maladaptive behaviors in children with autism spectrum disorders (ASD). Fifty-three children with both intellectual disabilities and developmental disorders including ASD participated in the current study. The results of a stepwise multiple regression showed that frequency of initiating joint attention and rate of positive affect expression were independent negative predictors of internalizing problems; severity of ASD symptom and frequency of requests were positive predictors, and rate of positive affect expression was a negative predictor, of v-scale score for externalizing problems. These results demonstrated that different types of early social-communication behaviors influence different kinds of maladaptive behaviors in children with ASD. In particular, positive affect expression with communication was a negative predictor of both internalizing and externalizing problems. It is critical that we explore how maladaptive behaviors develop in children with ASD, with a particular focus on the development of early social-communication.

This study used organizational behavior management techniques to investigate the ability of staff in a residential care home to establish Plan, Do, Check, and Act (PDCA) cycles of support for children, manage meetings without external support, and help children maintain and generalize their achievement. Participants were 19 staff and two children in a Japanese residential care home. We first assessed behavioral contingencies for PDCA cycles of support and then introduced a recording tool and a meeting flow chart to staff meetings. The input of an external supporter was gradually reduced. The effects of the interventions were evaluated using staff statements during meetings, behavioral recordings by staff, and the children’s achievements. After the intervention, staff could manage meetings using the recording tool and meeting flow chart, and the staff recordings were maintained for a year and target behaviors were generalized. The multiple target behaviors of the children were achieved without external support. The findings suggest that data-based problem-solving procedures using these tools can establish staff PDCA cycles to support children.

Assurance system is a prerequisite and the foundation of special education development. The purpose of this paper is to introduce the assurance system of special education in Mainland China. At present, Mainland China has set up better assurance systems including management and service institutions, policy and law systems, financial system, teacher education, and evaluation system. However, further development is required for the management mechanism and legal system, financial investment, training system of special education teacher, and evaluation system of special education. Thus, it is very important to further improve the assurance system of special education in Mainland China in the future.

The present study examined the effects of anagram and vocal spelling instruction on emergent both spelling for untaught words in two Japanese participants with intellectual disabilities. A multiple probe design was employed across three Sets. The participants were taught to spell 2-letter words with Set 1 as anagram and vocal spelling, and then were tested the responses for untaught words with Sets 2 and 3. The words that the participants could read were used in those Sets, however they could not construct the words. A participant showed emergent anagram and vocal spelling responses in untaught Sets 2 and 3 immediately following Set 1 instruction. However, another participant who had no spelling learning history did not show emergent spelling immediately and needed additional instruction. The results are discussed in terms of stimulus equivalence, participant’s history of reinforced exemplars for spelling, mediating effects of vocal spelling and textual repertoire, and development of language and moraic segmentation repertoire.

The current study used a liquid fading procedure to establish milk consumption in a child with autism spectrum disorder. Before the study started the participant was still drinking powdered infant formula and had refused to switch to whole milk. All procedures, including data collection, were implemented by his mother through consultation in a home setting. The liquid fading protocol consisted of 8 steps, in accordance to the procedures used by Luiselli, Ricciardi, and Gilligan (2005) with modification. Baseline and intervention phases were evaluated by using a changing criterion design. At the end of the intervention the participant had reached 100% whole milk consumption within 3 months; this result was maintained 1 and 3 months later. The social acceptability of the intervention, as indicated by the mother, was high. This study suggests the effectiveness of antecedent-based intervention, without escape extinction, by the parent in a home setting; the procedure was able to be implemented through consultation.

The purpose of this paper is to introduce Unosuke Kawamoto’s Life and his contribution to Special Education in Japan. Unosuke Kawamoto (1888–1960) is an educationalist who played an important role in education for handicapped children (education for children with special needs) and expanded theoretical and practical activities in civic education, vocational education and guidance, adult education, urban education, science teaching and so on. Especially, in the period of educational reform of after World War II, Kawamoto became a member of Education Reform Committee, and he took part in the planning for the establishment of Fundamental Law of Education as a representative in special education. He strongly demanded an equal opportunity for education to handicapped children and thoroughness of compulsory education, and he started working for the realization of obligatory education system for the blind and the deaf.