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Volume 36 (1998)
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Volume 36, Issue 1
Displaying 1-6 of 6 articles from this issue
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Koichi HARA, Bensaku NISHIMURAArticle type: Article
1998 Volume 36 Issue 1 Pages 1-11
Published: June 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe psychological adjustment of siblings of children with disabilities was studied by administering several self-report measures to 180 siblings of children with disabilities and 180 siblings of children without disabilities. The children completed 5 questionnaires dealing with psychological adjustment (perceived competence, depression, anxiety, social desirability, and loneliness). Their mothers described their children on 2 questionnaires (psychiatric adaptation and Type A behavior). The relationships between siblings' sex, age, relative birth order, and scores on the above measures were examined. Compared with the control group, mothers of siblings of children with disabilities evaluated their children as having some problem in psychological adjustment. On the other hand, on the self-report measures, siblings of children with disablities showed little psychological maladjustment, except on a cognitive subscale of the perceived competence scale. Siblings' age had some relation to adjustment. Junior-high-school-aged siblings of children with disabilities evaluated their own psychological state as adjusted on the general self-worth subscale of the perceived competence scale and depression scale. Sex and relative birth order did not relate to the reported adjustment of the siblings of children with disabilitiesView full abstractDownload PDF (1130K) -
Etsuko HAYASHI, Akiyoshi KATADAArticle type: Article
1998 Volume 36 Issue 1 Pages 13-20
Published: June 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSStereotyped behavior (SB) is repetitive self-stimulating behavior. Because stereotyped behavior has no obvious external incentive, a large number of studies has focused on its motivational aspects. Many persons with autistic disorder exhibit several kinds of stereotyped behavior, and numerous studies have supported the idea that each stereotyped behavior has a different motivational factor. Recent studies have reported that changes in arousal level due to medication in, emotional level due to a state of tension, and in cognitive level due to task difficulty, bring on a change in stereotyped behavior. We believe, however, that in allcases stereotyped behavior is folloned by physiological change. In the present study, we chose to examine the stereotyped behavior of eye-poking, because eye-poking was expected to cause on oculo-cardiac reflex (OCR), which involves heart rate (HR) deceleration. This study aimed to investigate the correlation between the behavior of eye-poking and the heart rate response in order to examine the effect of physiological states on stereotyped behavior. Subjects were 2 boys (CA:9.8; 13.6) with severe mental retardation and autistic disorder. We made simultaneous recordings of the behavior of eye-poking and their electrocardiogram over a period of 4 years. We found that most periods of frequent eye-poking were accompanied by a deceleration in heart rate that was regarded as on oculo cardiac refrex. In addition, there was a correlation between the duration of the behavior of eye-poking and heart rate deceleration. Therefore, we concluded that in addition to repetitive self-stimulation itself, the physiological state brought on by the stimulus of stereotyped behavior was also a factor in the manifestation of stereotyped behavior.View full abstractDownload PDF (903K) -
Hisashi TAKAGI, Keiko OKAMOTO, Akiyo MORIYA, Ayumi SAKATA, Toshihide K ...Article type: Article
1998 Volume 36 Issue 1 Pages 21-27
Published: June 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSWith progress in medico-educational care, the methods used for teaching a child or youth with extremely profound retardation who needs intensive medical care all day have to be refined. The present study aimed to examine the properties of the responses of a youth with extremely profound retardation who became able to express stable responses to the teacher's interventions after having been taught at the bedside for two years. The present article also discusses the process of teaching that is effective for facilitating responses. The participant in this study was diagnosed at birth as having cerebral palsy and profound mental retardation. After accidental suffocation at 14 years 4 months, the youth needed intensive inpatient medical care; it was extremely difficult for the youth to respond to external stimulation. Teaching started in the senior high school for children and youth with physical disabilities when the youth was 15 years 4 months of age. Educational hypotheses were constructed regarding the youth's expressions that accompanied comfortable states and annoying states. Teaching programs were developed from interventions for the facilitation of responses that tended to occur in a comfortable state. Hypotheses were examined and revised in response to the behavior observed. When the participant was 16 years 3 months old, stable movements around the mouth were observed during the treatment. In order to evaluate these responses, heart rate was recorded during a teaching session. It became clear that respiratory sinus arrhythmia occurred during that specific treatment; reduction of the tonic state of the youth was inferred. The above results indicate that the construction and verification of educational hypotheses is important for the enhancement of the behavior repertoire of youth with extremely profound retardation.View full abstractDownload PDF (790K) -
Hidenori SEKIDOArticle type: Article
1998 Volume 36 Issue 1 Pages 29-37
Published: June 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study reports a language intervention with a 12-year-old boy with autism who responded with echolalia to five types of questions: Who (e.g., Who makes toast?), Yes/No (e.g., Do you like toast?), A or B (e. g., Is this bread toasted or not?), Whose (e.g., Whose toast is this?), and How (e.g., How do you like the toast?). He was taught appropriate responses to the above questions in the context of a joint action routine: shopping and making toast. Shopping and toast-making consisted of five situations: explaining the routine, deciding what to buy, shopping, making toast, and eating toast. In order to evaluate the acquisition of the script of the routine, variations of the appropriate responses to the five questions, and generalization to everyday life settings of the appropriate responses to the five questions were used as indices. In addition to the boy with autism, 3 youths with mental retardation and a therapist participated in the routine. The results and discussion were as follows: (1) The boy with autism acquired appropriate responses to the Who, Yes/No, and Whose questions. This suggests that a visual cue (e.g., a picture card or a piece of toast) functioned as a discriminative stimulus and facilitated the boy's verbalization of an appropriate response to each question. (2) Variations of the appropriate responses to the A or B, Which, and What questions were exhibited. In everyday life settings, the boy could also respond appropriately to Yes/No questions. This suggests that in repeating the routine, he was able to emit a chain of verbal or non-verbal behaviors involved in the routine, but he did not acquire sufficient understanding or expression of the relation between the questions and the responses.View full abstractDownload PDF (945K) -
Hajime TACHIIRIArticle type: Article
1998 Volume 36 Issue 1 Pages 39-46
Published: June 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe National Association of Principals of Schools for the Deaf (1984), Shibahara (1986), and the National Institute of Special Education (1987) have investigated the students' hearing level, audiology services, and so on, in schools for students who are deaf. However, no similar investigation has been carried out recently. Thus, I distributed a questionnaire to 107 schools for the deaf in Japan during June-July 1995. I obtained answers from 95 schools (response rate, 89%). I analyzed the results having to do with the students' situation in their schools by comparing the present results with the results of the prior studies. The results were as follows: Compared with the previous investigations, the students' hearing level has not changed; the average was 98dBHL. Most of the students use amplification that is binaural and ear-level fitting. The number of children under 1 year old using hearing aids increased slightly. But many children still delay wearing a hearing aid until after they are 2 years old.View full abstractDownload PDF (680K) -
[in Japanese]Article type: Article
1998 Volume 36 Issue 1 Pages 47-51
Published: June 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (675K)
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