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Volume 30 (1992)
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Volume 30, Issue 1
Displaying 1-7 of 7 articles from this issue
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Masayoshi TSUGE, Hirofumi MUSASHI, Shigeo KOBAYASHIArticle type: Article
1992 Volume 30 Issue 1 Pages 1-11
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to develop a method of educational intervention for the mentally retarded based on Classroom Interaction Analysis. To explain the nature of the interactions between the teacher and children in a training school for the mentally retarded, a continuous 3 term set (triad) was selected from a series of teacher-child interactions. Following this procedure, a 3-dim. behavioural transition matrix (TRIAD TRANSITION MATRIX) was extracted from the data gathered and three variables were analyzed (viz., frequency, information and topology). Long-term follow-up of Triad Transition Matrix method investigated the process underlying the transformation of the patterns of teacher-child interaction. The method was verified by comparison of the Triad Transition Matrix method with dyad analysis (ie., a two-term set) and tetrad analysis (ie., a four-term set).View full abstractDownload PDF (910K) -
Akihiro WATANABEArticle type: Article
1992 Volume 30 Issue 1 Pages 13-24
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the survey was to investigate work conditions and work supervision in sheltered workshop settings in response to a recent significant increase in numbers of mentally retarded individuals seeking meaningful employment in sheltered workshop settings on the completion of their schooling. The paper investigates the process of determining the structure of work, task content, and the level and quality of supervision required for successful task completion in these settings. It was found that in work structure, the level of subcontract in comparison with self-productive work in day sheltered workshops (73%) was significantly higher (p<0.01) than in residential workshops (54%). Further, much of the work activity undertaken in both settings was often incompatible with the style of work supervision offered. For example, in 46% of residential workshops and 33% of day sheltered workshops, the focus of work was in response to management policies of the sheltered workshop and supervisory practice, rather than the development of work skills or effective therapeutic intervention. A significant difference in the structure of work performed, work task content and task supervisory practice was found between residential and day sheltered workshops. However, this difference was found to be due more to type of workshop setting (residential or day) and less the structure of work activity (subcontract and/or self-productive work) or content of the work task. Differences between subcontract and self-productive work and style of work supervision were also found to be dependent more on the type of workshop and less on the type of work activity and content of the work task. In contrast, significant differences were found between subcontract and self-productive work in work practice, work standards achieved and ethos of the work environment. Finally, the study found that mentally retarded individuals interact socially with the community in 50% of the content of the work task employed in residential workshops and in 32% of day sheltered workshops (p<0.01).View full abstractDownload PDF (1362K) -
Fumiyuki NORO, Jun'ichi YAMAMOTO, Tetsubumi KATOHArticle type: Article
1992 Volume 30 Issue 1 Pages 25-35
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSA stimulus equivalence paradigm was used to establish matching-to-sample relationships between pictures, signs and words in ten language repertoires. A mute autistic child was trained to make nonvocal demands, such as signing and writing, using writing implements under conditions of behavioural chaining. Following this intervention, the aim of the study was to analyze whether the stimulus for the writing response was controlled by the availability of writing implements. Matched and unmatched trails were conducted under test conditions in which writing implements were not directly available to the subject. While it was found that writing response was observed when the subject had direct access to writing instruments, this response was not observed under test conditions. That is, the subject's possession of writing implements appeared to be a prerequisite for a writing response to occur. Following training to ask for writing implements under non-instrument availability conditions, the subject was found to be able to request an item through the medium of writing. In addition, uninstructed signs and spoken labels were observed as expanded modes in unmatched trials without direct training in asking for writing implements. Results suggest that responses under behavioural chaining conditions are not stereotyped, but function as a response class for asking. In addition, two variables were identified as controlling the subject's choice of communication mode.View full abstractDownload PDF (1139K) -
Noriko TOZAKIArticle type: Article
1992 Volume 30 Issue 1 Pages 37-46
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the study is to describe and explain the factors underlying the establishment in 1919 and closure five years later of the City of Osaka Child Guidance Centre and Gakuen (an educational institution for the mentally retarded) in the context of historical developments in the education of the mentally retarded in Osaka before World War II. The study found that the Child Guidance Centre was established to reduce the child mortality rate in Osaka, to promote a healthy environment in which children could grow, and to control, cultivate and utilize the ability of children in Osaka. To achieve this goal, a proportion of funds for relief work in Osaka was made available for the foundation of the Centre. The Gakuen was established to meet the educational needs of the mentally retarded highlighted by surveys and clientele of the attached Child Guidance Centre. Central to the educational programme offered by the Gakuen to approximately 40 children was experiential learning of daily living skills and sensory training. The Centre closed in 1924, primarily due to lack of understanding by administration staff and the local community of the Centre's objectives. At the same time, the establishment of a public school for mentally retarded children based on the Gakuen model was proposed, but superseded by Education Department plans to establish special classes for the mentally retarded in public elementary schools. Nevertheless, the curriculum and teaching methodology devised under the Gakuen was used as a model for the newly established special classes.View full abstractDownload PDF (1219K) -
Masae SATO, Kyoko NAKATANIArticle type: Article
1992 Volume 30 Issue 1 Pages 47-56
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThis study investigated features of "Animation Complexes" in infants from birth to six months of age. "Animation Complexes" are total behavioural patterns which include passive (silent) attention, motor animation, smiling, and vocalization directed towards both people and objects. Subjects used in the study were 12 normal infants, one child with Down's Syndrome and 5 high-risk infants. The stimuli (viz., mother and rattle) were exposed to each subject for a period of 15 seconds, 15 to 30 centimetres above the lying infant's face. "Animation Complexes" were observed under the following sequentially presented test conditions: Rattle silent and stationary (weak rattle condition), infant's mother silent and expressionless (passive mother condition), rattle shaken (intense rattle condition), and mother softly calling the child's name (active mother condition). Results suggest that "Animation Complexes" initially emerge at age one month in the infant's attempts to communicate with the mother, and at three months of age with rattles. In addition, the features of "Animation Complexes" displayed in response to the stimuli differed. From one to five months of age, infants were observed to be more animated towards the mother than the rattle, but at 6 months of age the response was more strongly directed to rattles. Further, infants who displayed abnormal features of "Animation Complexes" were developmental delayed until one or two years of age suggesting that "Animation Complexes" is a useful tool in prognosis of difficulties in child development.View full abstractDownload PDF (1042K) -
Shinji TANIArticle type: Article
1992 Volume 30 Issue 1 Pages 57-64
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of this study was to analyze development of the concept of size in children with developmental disabilities. Three subjects were trained to discriminate between large and small toys in response to a given vocal discriminative stimuli. Initially, all subjects were trained using a differential reinforcement procedure. In this procedure, two toys of different size were presented to the subject using vocal discriminative stimuli with gestures. Results showed that one subject correctly responded under the no-gesture test condition and showed apparent transfer effect to untrained conditions. As the other two subjects responded incorrectly without gestures, they were trained using a correction procedure. Following completion of training, the second subject was able to correctly respond and transfer this effect. The third subject, who failed respond to vocal discriminative stmuli, was trained using motor mediation. In this procedure, the subject is required to motorically imitated a given movement in response to vocal discriminative stimuli. The rate and selectivity of motor responses was found to increase, and a transfer effect was observed. Results are discussed about the readiness of concept formation, the establishment of vocal discriminative stimuli and the basic skills of the big-small concept.View full abstractDownload PDF (751K) -
[in Japanese], [in Japanese]Article type: Article
1992 Volume 30 Issue 1 Pages 65-73
Published: June 30, 1992
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (907K)
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