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Volume 32 (1994)
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Volume 32, Issue 3
Displaying 1-9 of 9 articles from this issue
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Masahiko INOUE, Akiko IIZUKA, Shigeo KOBAYASHIArticle type: Article
1994 Volume 32 Issue 3 Pages 1-12
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThis study examined the effects of a program for training cooking skills that used picture recipe cards and an instructional video; generalization and maintenance were discussed. A junior high school girl with autism participated in Experiment 1; four adults who were moderately retarded, including one who was autistic, participated in Experiment 2. Task analysis had been done on each cooking process that was included in the study. In Experiment 1, the participant was first trained to cook one kind of meal while checking the picture recipe cards. The results indicated that the effect of checking the picture recipe cards generalized to non-trained meals. Second, the instructional video was introduced after some meals with many difficult steps had been cooked without training. The results indicated that the combination of checking the picture recipe cards and watching the instructional video was effective in enabling the participant to make meals that involved complicated procedures. The learned cooking skills were maintained 3 months after the training was terminated. In Experiment 2, a training package using cards and video was designed and applied to a 3-day "cooking classroom" in a community setting. The effect of training package and generalization to spontaneous cooking behavior in the home setting were evaluated. The results indicated that all participants acquired cooking skills after using the picture recipe cards and instructional video for two or three meals. However, generalization to spontaneous cooking behavior in the home setting was not always observed. It was suggested that differences in the environmental contingencies for participants' cooking behavior were an important factor affecting the extent of generalization to spontaneous cooking behavior in the home setting.View full abstractDownload PDF (1150K) -
Hironobu ODA, Shinji TANIArticle type: Article
1994 Volume 32 Issue 3 Pages 13-21
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study aimed to examine the effect of the Dohsa method on establishing a positive attitude toward learning activities in two children with mental retardation who had autistic tendencies. The Dohsa tasks practiced were as follows: (1) relaxing bodily tension in such regions as the shoulders, trunk, hip, and thigh, and (2) having an upright posture while sitting with legs crossed, and while kneeling. The learning activities were: (1) turn taking in ball play, (2) jumping in circles, and (3) imitating motor movements. The training was administered individually three times a week for one year. Each training session lasted 40 minutes. The first half of the session was assigned to Dohsa tasks, and the second half, to learning activities. The results were as follows. When the children could accept the relaxation task and control their bodily tension, their performance improved on the tasks of turn taking in ball play and jumping in circles. Furthermore, as they did well on the self-controlled postural skills, their performance on the task of imitating motor movements improved rapidly. These results suggest that the Dohsa method is very effective for helping children with retardation who have autistic tendencies establish reciprocal communication with a teacher or other adult, a positive attitude toward learning activities, and cognitive bases that promote learning activities.View full abstractDownload PDF (920K) -
Susumu KASEArticle type: Article
1994 Volume 32 Issue 3 Pages 23-31
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSFor the purpose of looking more closely into the relevance of the integration of legislative provisions for securing human rights for people with disabilities, the present study analyses the process of amending the "Provisions and Services Law" (Omsorgslag) for people with mental retardation in Sweden after World War II. The "Provisions and Services Law" for people with mental retardation in Sweden was first established as the "Act on Teaching and Nursing Care for the Educable Mentally Deficient" in 1944. After that, it was amended in 1954, 1967, 1985, and, most recentaly, in 1993, when its name was changed to the "Act concerning Support and Service for Persons with Certain Functional Impairments". The 1944, 1954, and 1967 laws were special laws, that is, laws that apply only to a subset of the population, in contrast to general laws, which apply to everyone. The Laws of 1985 and 1993, however, were established as bonus legislation, that is, as amendments to general laws. This more recent method for establishing human rights for people with mental retardation, that is, as a bonus legislation attached to a general law, was not a temporary step, but rather a national choice that was based on nationwide discussion. Sweden is aiming to secure human rights for people with disabilities, without producing discrimination, through a combination of special laws and bonus legislation attached to general laws.View full abstractDownload PDF (1119K) -
Kazutoshi NAKAHATA, Tsugumichi FUJITAArticle type: Article
1994 Volume 32 Issue 3 Pages 33-39
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSRett Syndrome is a recently described progressive neurological disorder of unknown etiology, causing severe or profound mental retardation and physical disability. It is characterized by loss of purposeful hand use, and by stereotypic hand movement. The present survey was conducted to obtain a better understanding of various issues concerning children with Rett syndrome in schools for children with mental retardation, schools for children with physical disabilities, and schools for medically fragile children. The present study examined the following areas in 105 children with Rett syndrome: gross motor skills, fine motor skills, self-help skills, communication, cognition, stereotypic hand movements, and physical disability. The children with Rett syndrome could be divided into two groups: one group, 44.8% of the children sampled, were ambulant; the remaining 55.2% did not walk. The group that did not walk had lower scores than the ambulant group on many of the skills examined.View full abstractDownload PDF (694K) -
Tamie MATSUMURAArticle type: Article
1994 Volume 32 Issue 3 Pages 41-48
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study was designed to investigate whether self-check training would be effective on a memory task. Subjects were 10 children without mental retardation (mean chronological age=6:0), 10 youth with mental retardation whose mean mental age was 6:2, and 11 youth with mental retardation whose mean mental age was 7:8. The training task was a free recall task; transfer was assessed on a paired-associate learning task. In both these tasks, subjects were allowed to study in two trials. The results indicated that the mean number of items correctly recalled on both tasks significantly increased with training in the group of children without mental retardation and in the lower-MA group of youth with mental retardation. But in the higher-MA group of youth with mental retardation, the mean number of items correctly recalled increased only on the transfer task. On the free recall task, the mean number of items correctly recalled could not increase, because of a ceiling effect. These results were regarded as evidence that self-check training improves the monitoring function of memory and results in an increase in recall even in youth with mental retardation.View full abstractDownload PDF (790K) -
Tomomi SANAGIArticle type: Article
1994 Volume 32 Issue 3 Pages 49-56
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present article is to clarify what the percentage of pupils with physical disabilities was in British public elementary schools at the end of the nineteenth century, and what kinds of reasons caused their attendance at these schools. In a survey, Warner found that about 0.3% of public elementary school pupils had physical disabilities ("crippled children"). This was a smaller percentage than in schools such as the poor-law schools. The reasons for this difference were as follows: (1) in general, it was difficult for families with children with physical disabilities to pay school fees for their children because the families were poor; (2) the School Boards had no authority to appropriate funds for such expenses as transportation for pupils with physical disabilities in order to enable them to attend the public elementary schools, and (3) parents had a poor understanding about the education of their children with physical disabilities. The public elementary schools focused on pupils' academic skills (especially reading, writing, and arithmetic). This was true also for the pupils with physical disabilities. As a result, concern about their being in the school was raised only when they were slow in learning academic skills, and not simply because of their having a physical disability. Thus, the presence of children with physical disabilities in the public elementary schools at that time can be considered to have been realized passively, with no recognition of their disabilities, and no attempt at special training.View full abstractDownload PDF (834K) -
Shigeki SONOYAMAArticle type: Article
1994 Volume 32 Issue 3 Pages 57-68
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSAlthough many authors have emphasized the benefits associated with early childhood integrated education and care of children with disabilities and children without disabilities under the same roof, factors contributing to the actual success of this practice may be complicated. In the present paper, from an interbehavioral perspective, the setting factors relating to early childhood integrated education and care are discussed. The present review of research in Japan and the U. S. focuses in particular on (a) the ideas of early childhood integrated education and care, (b) children with disabilities, (c) programs, (d) children without disabilities, (e) teachers, (f) institutions for early childhood education and care, and (g) other institutions for children with disabilities. The present author considers that no researcher could provide support for the efficacy of early childhood integrated education and care practices without having evaluated these factors. In addition, issues that should become clarified in the future include research conducted in integrated settings, collaboration between teachers and specialists, establishment of technical knowledge on early childhood integrated education and care, determination of treatment for children unsuitable for integrated settings, and community integration outside of early intervention settings.View full abstractDownload PDF (1326K) -
[in Japanese]Article type: Article
1994 Volume 32 Issue 3 Pages 69-77
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (1036K) -
[in Japanese]Article type: Article
1994 Volume 32 Issue 3 Pages 79-85
Published: November 30, 1994
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (720K)
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