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Volume 37 (1999)
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Volume 37, Issue 2
Displaying 1-10 of 10 articles from this issue
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Yukari YAMAZAKI(ITO)Article type: Article
1999 Volume 37 Issue 2 Pages 1-12
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present paper describes changes over time in the view of how to education children with disabilities in reformatories, based on reports from meetings of the wardens of reform schools. Analysis of the proceedings of those meetings showed that the main topics were: (1) demands that children with disabilities be separated from the other children receiving their education in the reformatories; (2) improvements in education in the reformatories, and education of children in the reformatories according to their competence; and (3) having education in the reform schools treated the same as education in the public primary schools. The reform school wardens' meetings demanded that the government establish an office for assessment of the children's abilities, and also establish residential institutions for children with disabilities in order that they might be educated separately from the other children in the reform schools. During the period in which reformatory education was becoming more like public primary school education, reformatories began to separate children according to their learning competence, because many children with disabilities and children who had been exempted from public school education had been sent to the reformatories. Historically, in the early stages of the development of reformatory education, children with disabilities were educated together with juvenile delinquents. But in order to solve the educational problems of children with disabilities, a curriculum designed specifically for them was needed, because, at this time, the educational function of reform school training was increasing. Plans for children with disabilities included, for example, the establishment of residential institutions for them, special schools for such children that were separate from the reform schools, and special classes in the reform schools for children with intellectual disabilities.View full abstractDownload PDF (1561K) -
Kazuhito NOGUCHI, Kimihiro MIURA, Ayumi KOMATSUArticle type: Article
1999 Volume 37 Issue 2 Pages 13-22
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSSome young children without disabilities and some children with intellectual disabilities draw diamonds like stars, typically consisting of four projected angles. These drawings have been called "the emphatic expression of angles". The original purpose of the present research was to find out the conditions in which the emphatic expression of angles disappears, and to elucidate the mechanism for its disappearance. However, we could not find any correlation between the emphatic expression of angles and characteristics of children with intellectual disabilities, because only 1 of 16 children studied drew stars that way. Thus, we focused on the one child with an intellectual disability (CA 12:08, IQ 68) who had showed the emphatic expression of angles in the previous session. He was asked to copy diamonds in various conditions. Only when he was required to use four colors to copy a four-sided diamond did the emphatic expression of angles disappear. The drawing strategy in this condition differed from that in the other conditions in which the emphatic expression of angles had appeared. This strategy was retained in the task immediately following the four-color copying, copying a monocolor diamond. Follow-up study showed, however, that the effect was only temporary. A year later, he again showed the emphatic expression of angles. The present results indicate that the four-colored diamond condition resulted in the child changing his drawing strategy temporarily, but he did not retain the new strategy over time.View full abstractDownload PDF (1116K) -
Masayo KAWAKAMI, Tomohiko ITOArticle type: Article
1999 Volume 37 Issue 2 Pages 23-30
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the relationship between speech disfluencies and the acquisition of phonological units (morae, syllables). Participants were 173 Japanese children, from 1 to 6 years of age. They were asked to give the names of cartoon characters that are popular with children. The characters were presented individually to each child on picture cards. The major findings were as follows: Speech disfluencies were not observed in children who did not always segment words into phonological units of speech. Some disfluencies were observed in only the small percentage of children who were able to segment words into phonological units but did not always produce whole words. In contrast, speech disfluencies were observed in many children who were able to both segment words into phonological units and produce whole words like an adult. These results suggest that speech disfluencies and the acquisition of the phonological units of speech are closely related. In addition, the number of morae from word onset to the breakpoint (where words were broken) was most frequently one mora, and next most frequently, two morae. These results suggest that not only one mora, but also two morae, work as important units in the speech production of young Japanese children.View full abstractDownload PDF (844K) -
Kei OGASAHARAArticle type: Article
1999 Volume 37 Issue 2 Pages 31-39
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn a previous study I conducted, the verbal expression "I can't understand, please help me", was shaped in a boy with autism. This expression was regarded as functionally equivalent to his echolalic speech. The results showed that his echolalic speech was nearly eliminated. However, since that time, use of the expression has overgeneralized, and it occurs at a high rate in inappropriate situations. It was thought that this had occurred because of the boy's lack of self-monitoring skills. When asked a question, he should examine whether his knowledge corresponds to its contents, and decide whether or not help is necessary. The present study examined two hypotheses: 1) The boy had the monitoring skills but did not have the opportunity to monitor because the instructor's questions were firmly chained to the boy's requests for help, and 2) the boy did not have the monitoring skills. In Instruction I, the first hypothesis was examined. When the boy said "Please help me", after being asked a question, the instructor said, "Please read this task once again", in order to set up the opportunity for self-monitoring. However, even with this instruction, the boy did not use the request for help functionally. In Instruction II, there were 3 kinds of tasks; easy, difficult, and a mix of easy and difficult. When the boy requested assistance with an easy task, the instructor did not provide it. But the instructor did help with the difficult tasks. The results showed that in this condition, the boy used the request for help functionally. With this procedure, he acquired self-monitoring skills. In addition, functional equivalence of the expression was reconstructed.View full abstractDownload PDF (937K) -
Yoshitaka KONNOArticle type: Article
1999 Volume 37 Issue 2 Pages 41-49
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined effects of a Dohsa-method-based workshop on the attitudes of personnel working in facilities for people with mental retardation. Ten monthly workshops were held. Participants were 54 personnel who attended more than seven of those workshops. A 27-item questionnaire used to assess the attitudes of the personnel included the following categories: (1) good experience in mind-body, (2) skills for helping with the Dohsa-method, (3) personnel's own physical fatigue, (4) personnel's own mental fatigue, (5) personnel's recognition of the users' fatigue, (6) skills for coping with personnel's own fatigue, (7) skills for coping with the users' fatigue, and (8) supportive attitude toward the users. The questionnaire was administered before the first workshop and after the last one. Each item was evaluated using a 5-point rating scale. T-tests revealed significant differences between pre- and post workshop scores for most of the items. Correlation coefficients and standardized partial regression coefficients among the 8 categories indicated a negative correlation between "good experience in mind-body" and "personnel's own physical and mental fatigue", and a positive correlation between "good experience in mind-body" and "personnel's recognition of users' fatigue", and "supportive attitude toward users". Based on their scores for "good experience in mind-body", personnel were assigned to High-rated, Middle-rated, and Low-rated groups. A further one-way analysis of variance revealed significant differences among the groups for most of the categories. Specifically, the High-rated group had lower scores for "physical and mental fatigue", and higher scores for "supportive attitude toward the users".View full abstractDownload PDF (993K) -
Katsuhiko MATSUOKA, Fumiyuki NORO, Shigeo KOBAYASHIArticle type: Article
1999 Volume 37 Issue 2 Pages 51-58
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSAn adolescent student with autism was trained to help a person who is confronted with difficulties. The 2 target behaviors in the present study were: (1) the student should offer assistance to a person who has a difficult task to do, and (2) he should not offer assistance to people who do not have difficult tasks. Variables were the number of packages (many or few) and the weight of the packages (light or heavy). In the initial training, video discrimination training was conducted to teach the discrimination between many and few. Following this training, the adolescent acquired the 2 target behaviors in relation to the number of tasks, but not to their weight. The training was introduced on the discrimination between light and heavy packages. The student could make the discrimination in the video discrimination training setting, but not in a real setting. However, when a person who faced the difficulty of carrying heavy packages showed some serious emotion through face and voice, then the student quickly offered to help.View full abstractDownload PDF (859K) -
Takashi SAWAArticle type: Article
1999 Volume 37 Issue 2 Pages 59-69
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to examine some features of metaphor interpretation by students with hearing impairments. Participants were 67 students at a school for deaf children. The task was to paraphrase precisely five sentences containing similes (e.g., "The heart is like a sea."). Data was analyzed from two points of view-depth and extent of interpretation. To examine the depth of interpretation, all paraphrased answers were sorted into four categories: inappropriate (A-type), identity (I-type), concrete-experiential predicate (C-type) and generic-conceptual predicate (G-type). These categories correspond to the semantic mapping level in metaphor interpretation. To examine the extent of interpretation, the number of concrete-experiential predicate (C-type), and generic-conceptual predicate (G-type) answers categorized as single-attribute predicate or multi-attribute predicate were counted. In addition to these analyses, the types of attributes used by the students with hearing impairments in the paraphrase of each simile to explain the image of the meaning of the sentence being paraphrased were compared to those used by undergraduates. The main results were as follows: (1) About half of the answers by the students with hearing impairments fell into the inappropriate or identity categories. (2) The types of attributes used in the paraphrases by the students with hearing impairments and the undergraduates were much the same. (3) The number of answers by the students with hearing impairments that were categorized as multi-attribute predicates was significantly fewer than those categorized as single-attribute predicates. On the basis of these results, 4 developmental stages of metaphor interpretation in students with hearing impairments were proposed.View full abstractDownload PDF (1114K) -
Hidenori SEKIDOArticle type: Article
1999 Volume 37 Issue 2 Pages 71-80
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study reports the training of a 12-year-old boy with autism whose vocabulary age (VA) on the Picture Vocabulary Test was 3 years old, in the skills of the Scissors-Paper-Stone game, including how to judge correctly who was the winner. Training in the game consisted of four stages: shaping concepts about winning-losing; developing motivation for competition; comprehending the rules for winning and losing in this game, that is, the relationship between the three components-Scissors, Paper, and Stone; and understanding the purpose of the game. The results were as follows: (1) The boy could judge correctly who won in the game, and maintained his game-playing skills for 9 months after the end of training. (2) In order to shape the concept of winning and to develop the motivation for competition, it was necessary for the boy to obtain the reinforcer that he liked best whenever he won the game. (3) So that the boy could comprehend the rules about how the relationship between the three components of the game determined the winner and loser, it was effective to have him express his judgement of the winner using a sentence card ("winner") and ascertain visually whether it was correct. (4) In order for the boy to understand the purpose of the game, it was effective to teach Scissors-Paper-Stone in the following order: (a) using picture cards of the three finger patterns, (b) using the picture cards together with actual fingers making the patterns, and (c) using fingers to make the patterns. (5) Although the boy was able to acquire the skills for playing Scissors-Paper-Stone, he had low motivation to use the skills he had acquired when he could not obtain reinforcers even if he won.View full abstractDownload PDF (967K) -
Toshinori ISHIKUMA, Yuki NAGAMATSU, Rika IMADAArticle type: Article
1999 Volume 37 Issue 2 Pages 81-91
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to use a school psychological orientation to closely examine the process and system of educational services in the U.S.A., in order to discover a future model for Japanese special education services. One of the features of American special education services is team supports by psycho-educational specialists. In regular education, a Student Support Team (SST) is organized as a school psychological service in order to support students who are having some difficulty. If the Team's services are not sufficient, a referral is made to an Individualized Education Plan (IEP) Team for appropriate special educational services. A psycho-educational service system that includes drawing up Individualized Education Programs suggested to us a new way for providing educational services in Japan. The American educational services system includes the following points: educational openness to the public, effective use of psycho-educational assessment, and support by a team that includes the child's parents. Moreover, the American system demonstrates the need for special skill development for educators, training for psycho-educational professionals, and adjustments to the education system in Japan.View full abstractDownload PDF (1122K) -
[in Japanese]Article type: Article
1999 Volume 37 Issue 2 Pages 93-100
Published: September 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (1028K)
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