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Volume 38 (2000)
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Volume 38, Issue 1
Displaying 1-10 of 10 articles from this issue
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Michiharu TANAKA, Hatsue INUI, Seiichi KUME, Chiyo MAEGAWA, Chihiro YA ...Article type: Article
2000 Volume 38 Issue 1 Pages 1-12
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the behavior of students with profound retardation when they are in a learning situation. For this purpose, teacher-student interaction categories were created by dividing behavior into 4 sub-categories: verbal, non-verbal, learning movement, and non-learning movement. The frequency of each category of behavior was calculated through a time-sampling method. In addition, changes in the students' heart rate while they were being taught were measured as an index of their cognitive activities. Participants were 3 students with profound retardation, whose developmental ages were measured as 5 months, 1 year 7 months, and 4 months, respectively. The main results were as follows: (1) The frequency of behavior in the learning movement category during the development portion of the lesson was higher than during the introduction to and conclusion of the lesson. (2) After class, when the chief teacher called the students' names, all 3 exhibited a gradual decrease in heart rate, and then their heart rate changed to a pattern of an alternating gradual increase and decrease. (3) When the students used a percussion instrument with the support of the teacher's aides, they showed a simultaneous gradual decrease in heart rate. These results show that students with profound retardation attend positively when they are being taught, and temporarily synchronize their cognitive activities.View full abstractDownload PDF (1102K) -
Effectiveness of the Dohsa-Hou on Mother-Child Interactions : Children with Down Syndrome and AutismEriko SASAGAWA, Hironobu ODA, Tsugumichi FUJITAArticle type: Article
2000 Volume 38 Issue 1 Pages 13-22
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study aimed to examine the effects of the Dohsa-Hou on mother-child interactions in 2 children with Down syndrome and 2 children with autistic tendencies who participated in a 6-day psychological rehabilitation camp where Dohsa-Hou and mother-child play were conducted. The Dohsa tasks practiced were as follows: (1) pushing each other on their palms, (2) relaxing tension in the trunk of the body, and (3) adjusting movements while kneeling or standing. Mother-child play sessions were carried out once a day for 5 days. The results were as follows: In the training sessions, interactions were facilitated through mutual intentional movement. The children could accept the relaxation task and control their bodily tension. At the same time, in the play sessions, the children had more spontaneous contacts with their mothers, and the amount of cooperative play between mother and child increased. These results suggest that the Dohsa-Hou is very effective for increasing mutual interactions in a training session, and for facilitating mother-child interactions in a play setting.View full abstractDownload PDF (1022K) -
Satoko NAKANO, Tomoyoshi YOSHINOArticle type: Article
2000 Volume 38 Issue 1 Pages 23-31
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present article is to clarify the relation between the representation of 3-dimensional objects by sign language and drawing, and the conception of space, in preschool children who are deaf. Four deaf children were instructed to represent 3-dimensional objects in sign language and by drawings. The objects used were a hemisphere, a cylinder, a pole, the lower part of a cone, and a triangular pole. The sign language used by adults who are deaf can represent 3-dimensional objects in 3 dimensions. In sign language representation by children in the present study, however, it was observed that their sign language changed 3-dimensional objects to 2-dimensional representations, rather like drawings. Two of the children represented the upper face and the side of a cylinder separately. This type of 2-dimensional representation is not observed in the case of adults who are deaf. The reasons that children who are deaf could not represent 3-dimensional relationships in sign language seem to be not only that it is difficult for them to make the hand shapes and motions necessary for explaining the size and shape of the objects, but also that preschool children have a unique spatial conception that influences these representations.View full abstractDownload PDF (940K) -
Masatoshi WATANABEArticle type: Article
2000 Volume 38 Issue 1 Pages 33-40
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined the effects of different forms of subgoal presentation on problem solving in youth with mental retardation. Participants in the study were 42 school-aged youth with mental retardation (30 males, and 12 females); participants were divided into two groups of 21 youth each. The experimental task was the Tower of London problem, which is a transformation problem. In Task 1, the students were to solve the problem with 2 subgoals. Each group of students received 1 of 2 conditions for presentation of subgoals: either (1) a Simultaneous Presentation Condition: the 2 subgoals were presented simultaneously, and not removed until the students had reached the final goals; or (2) a Successive Presentation Condition: the 2 subgoals were presented successively; when a subgoal was reached, it was removed. In Task 2, which followed Task 1, no subgoals were presented. In that task, the students were to solve 2 different test tasks, one of which was identical with that in Task 1 (except that no subgoals were presented), and the other, a novel task. No differences were found between the 2 groups who had experienced the different conditions in Task 1 in their problem solving on the novel task in Task 2. However, the students who were in the Simultaneous Presentation group for Task 1 did show better performance on the identical task in Task 2, using effective strategies on the task and doing only a few wrong operations. These findings suggest that it is difficult for youth with mental retardation to learn a solution rule and understand the structure of a problem from the presentation of subgoals.View full abstractDownload PDF (863K) -
Satoru SATOArticle type: Article
2000 Volume 38 Issue 1 Pages 41-51
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSWhen we are training children with cerebral palsy, the most appropriate goals should be established for each of them. The present article considers problems relating to the establishment of training goals for children with disabilities. First, I briefly review problems with prognoses and secondary impairments, which, among all the aspects of the motor development of children with cerebral palsy, are the issues most closely related to the establishment of training goals. Second, I examine the process of considering various levels of the "disablement model" when establishing a training goal. At one time, training goals were established only with reference to the impairment level of the child, but since 1990, disablement models, such as that in WHO's ICIDH, have been utilized in research on cerebral palsy. Finally, I introduce several viewpoints from the fields of psychology and education that could provide helpful hints on establishing training goals. I try to suggest that goal setting for children with cerebral palsy should consider not only their physical performance levels, but also the interactive relations between the children and the persons who caring for them. Included in the scope of that consideration should be the relationships among the people around the children.View full abstractDownload PDF (1238K) -
Kouji OISHIArticle type: Article
2000 Volume 38 Issue 1 Pages 53-63
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study investigated: (1) the importance of in-service education for special education teachers, (2) the relevant outcomes of a prior practical case study, and (3) the application of an actual intervention for teachers. Previous studies have showed that (1) thachers should make efforts by themselves, (2) teacher education has been conducted in "out-of service" places (i.e., not in-service training), and (3) the curriculum of education and training has been unsystematic. In addition, research has been done on teacher trainng strategies from the point of view of applied behavior analysis. Recently, instead of teacher training, new strategies have conceptualized the teacher as an initiator who defines and analyzes problems, designs intervention programs, and does practical work in the classroom. Future research should evaluate the effectiveness of the above teacher support systems.View full abstractDownload PDF (1404K) -
Fumisato KONDOArticle type: Article
2000 Volume 38 Issue 1 Pages 65-78
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present article reviews studies of the onset and progression of deficits caused by frontal lobe lesions in childhood. Using 14 previously published case reports, and analyzing features of behavioral change based on the developmental period, the following 2 hypotheses were examined: (1) after frontal lobe lesions early in life, the onset of symptoms is delayed; (2) frontal lobe lesions in childhood yield more profound effects on behavior than lesions during adulthood. The results supported the first hypothesis, and, more importantly, showed that distinctive deficits appeared in each developmental stage. The second hypothesis was also supported. Moreover, it was clarified that bilateral frontal lesions in childhood leave serious behavioral disorders which are more aberrant than those caused by frontal lesions on one side only.View full abstractDownload PDF (1553K) -
[in Japanese]Article type: Article
2000 Volume 38 Issue 1 Pages 79-84
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (674K) -
[in Japanese]Article type: Article
2000 Volume 38 Issue 1 Pages 85-90
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (836K) -
[in Japanese], [in Japanese]Article type: Article
2000 Volume 38 Issue 1 Pages 91-96
Published: June 30, 2000
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (676K)
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