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38 巻, 6 号
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フェイン デボラ原稿種別: 本文
2001 年 38 巻 6 号 p. 1-16
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーCurrent theories concerning psychological deficits in children with autism were reviewed. The author argues that, to the extent that there is a single area of primary impairment, it must lie in the domain of social attachment, including the impetus to communicate. Some recent data support this position. The findings from research with animals and humans suggest that the amygdala might be crucially implicated in the social deficits in autism. Human communication represents the merging of two evolutionary lines of development, that of mammalian communication systems and that of the primate capacity for internal representation. Such a view has direct implications for the nature of the communication deficit in autism.抄録全体を表示PDF形式でダウンロード (1348K) -
山本 淳一, 清水 裕文原稿種別: 本文
2001 年 38 巻 6 号 p. 17-31
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to examine whether an arbitrary matching-to-sample procedure with a differential outcome in a computer-based teaching method would be effective for establishing equivalence relations for three stimuli (visual picture, visual kanji word, and spoken word) and for expanding kanji vocabulary for a student with mental retardation. We developed a computer-based teaching program that the student could use without adult assistance. The program allowed the student to make progress in accordance with his present learning level. The results showed that the computer-based teaching developed in the present study was effective for establishing equivalence relations in the student with mental retardation and that the transfer of selection-based responding on the computer to topography-based responding, such as reading and writing with ordinary paper materials, did emerge. The results showed that the use of a daily teaching program in the home setting, in which the student spontaneously used the computer, had a remarkable effect on the student's kanji vocabulary. These results are discussed in terms of the necessary conditions for establishing linguistic skills and the applicability of computer-based teaching in special education.抄録全体を表示PDF形式でダウンロード (1094K) -
土屋 立, 山本 淳一原稿種別: 本文
2001 年 38 巻 6 号 p. 33-49
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーReferential looking was defined as the behavior chain in which the child looked at the stimulus, then looked at the listener's face, and again looked at the stimulus. The purpose of this study was to examine in children with autism the conditions for establishing referential looking, pointing to the object, and a verbal and non-verbal response to direct the listener's attention to the object. The listener, sitting facing the child, replied to the children's communicative responses using a time-delay procedure. The stimulus was presented where the child could see it, but the listener could 'not'. The results showed that spontaneous referential looking with pointing was established by manipulating environmental conditions, such as use of a setting in which the listener did not 'know' the presented stimulus, and the time-delay procedure, which facilitated spontaneous responses from the child. The declarative verbal and non-verbal behavior, which might have a function for guiding the listener's face in a more accurate direction toward the stimuli, occurred without any instruction. These results were discussed in terms of the function of environmental stimuli and the behavioral mechanism of joint attention in children with autism.抄録全体を表示PDF形式でダウンロード (1182K) -
武居 渡, 鳥越 隆士原稿種別: 本文
2001 年 38 巻 6 号 p. 51-63
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーIn order to clarify the ways in which the use of pointing by deaf infants in a sign language environment changes with age, pointing and signs expressed by two deaf infants in a sign-language environment were described and analyzed. Pointing by two hearing infants who were in a spoken language environment was also analyzed as a comparison. As a result, the following became evident: (1) Pointing was classified as prelinguistic or linguistic, (2) False two-sign sentences, in which the sign and the pointing were combined, were observed between a one-sign sentence period and a two-sign sentence period, and (3) In the early stages, many false two-sign sentences can be regarded as semantic one-sign sentences because the pointing and the sign indicated the same concept; with age, we can observe semantic two-sign sentences in which the pointing and the sign represent different concepts, and this led to two-sign sentences. This indicates that pointing plays an important role after the expression of one-sign sentences, and contributes to the emergence of two-sign sentences.抄録全体を表示PDF形式でダウンロード (1016K) -
今野 義孝原稿種別: 本文
2001 年 38 巻 6 号 p. 65-81
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThis study examined the modification of responsivity to auditory stimuli in children with autism. In Study I, finger plethysmograph and behavioral responses to auditory stimuli (a 1000-Hz 75-dB pure tone, a 1000-Hz 90-dB pure tone, and calling of a participant's name ("Naming")) of 7 children with autism (6.8 to 7.5 years) were compared with those of 6 age-matched children without outism. Study II explored responsivity changes with the progress of Dohsa-method training in children with autism. In Study I, participants without disabilities revealed distinctive responses to the stimuli with decrements in finger plethysmograph amplitude and behavioral indices of attending to the stimuli. In contrast, those responses were not observed in children with autism, and a few subjects revealed anxiety responses to the 1000-Hz 90-dB pure tone stimulus. In Study II, much improvement in responsivity to auditory stimuli was found, especially at Stage 3 of Dohsa-method training. Participants showed distinctive physiological and behavioral responses considered to be indices of an orienting response. They could also alleviate a negative emotional response conceived as a defensive response to a 1000-Hz 90-dB pure tone, and they could reveal a positive emotional response to Naming. Based on these results, we believe Dohsa-method training is beneficial for children with autism with regard to improving defensive attitudes to social and auditory stimuli and establishing joint attentional behaviors.抄録全体を表示PDF形式でダウンロード (1325K) -
那須野 三津子, 柳本 雄次, 徳田 克己原稿種別: 本文
2001 年 38 巻 6 号 p. 83-95
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThe aims of this study are (1) to investigate the characteristics of international schools attended by overseas Japanese students, (2) to analyze the current situation of overseas Japanese students with special educational needs in international schools, (3) to analyze how international schools can provide upper secondary education in different countries, and (4) based on these findings, to indicate a desirable future direction for upper secondary education. Data was obtained by a literature survey, two interview surveys, and a questionnaire. These surveys were completed by three international schools in Singapore. Based on the data from the surveys, the following elements were identified as important: A. From the perspective of current international school students who come from a Japanese-educated school: 1) Retaining a Japanese volunteer continuously, or retaining a volunteer with knowledge of special education; 2) Ensuring use of the Japanese students' native language by establishing an integration program with overseas Japanese schools; 3) Employing a bilingual special education teacher; and 4) Employing a Japanese teacher if possible to teach a whole Japanese class for students of similar developmental age. B. Elements of the international school that could be incorporated into the overseas Japanese school: 1) Maintaining use of the Japanese language by establishing integration programs with overseas Japanese school students; 2) Having volunteers in the overseas Japanese school, or use of a maid who is hired by the child's family if the budget is limited; 3) Setting up a special education center in the overseas Japanese school; 4) Considering providing education to students up to the age of 21.抄録全体を表示PDF形式でダウンロード (927K) -
岡崎 慎治, 前川 久男, 二上 哲志原稿種別: 本文
2001 年 38 巻 6 号 p. 97-103
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThe Continuous Performance Test (CPT) performance of children with Attention-Deficit/Hyperactivity Disorder (ADHD) was compared to an age-matched control group. We used the CPT-AX paradigm. To maintain uncertainty of the stimulus series, we implemented three different ISIs between the warning stimulus and the following stimulus. Both ADHD and control subject participants were divided into three groups by age (9, 11, and 13). In the control group, performance changed developmentally and the effect of ISI was different in each age group. The ADHD group made more errors (miss, false alarm) and indicated larger variance of percentages and reaction times of hits than the controls. These results suggested that children with ADHD have difficulty controlling response inhibition toward coping with ISI changes effectively. In conclusion, CPT-AX under various ISI conditions may contribute to evaluate a difficulty of the response control of children with ADHD.抄録全体を表示PDF形式でダウンロード (407K) -
竹内 康二, 山本 淳一原稿種別: 本文
2001 年 38 巻 6 号 p. 105-116
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThe effects of a self-monitoring procedure on improving academic performance, using 3 academic subjects (Japanese language [Kokugo], social studies, and science), were assessed in a sixth grade student with autism in his home setting. Self-monitoring of attention (SMA) and self-monitoring of performance (SMP) procedures were used. The results showed that academic accuracy (percentage of correct answers to problems) and academic productivity (time required to complete tasks) improved, rest time requested by the student decreased, and scores on achievement tests conducted in ordinary school classes improved. These results are discussed in terms of the analysis of the learning process using SMA, the effect on academic achievement, and the availability of SMA in the everyday life setting.抄録全体を表示PDF形式でダウンロード (769K) -
小島 道生, 池田 由紀江, 菅野 敦, 橋本 創一, 細川 かおり原稿種別: 本文
2001 年 38 巻 6 号 p. 117-128
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of this study was to develop a scale for measuring the generalized self-efficacy of individuals with mental retardation, and to compare the results with those of control groups of identical chronological age (adults) and mental age (children). The results showed that the scores of the individuals with mental retardation were higher than those of other adults but lower than those of children without mental retardation, and that there were no gender-related differences. In addition, our results indicated that the generalized self-efficacy of individuals with mental retardation was not influenced merely by chronological or mental age. Though the investigation based on facilities showed significant differences, the large difference in the number of participants from each type of facility should be eliminated in future studies.抄録全体を表示PDF形式でダウンロード (801K) -
石田 祥代, 水谷 由美, 柳本 雄次原稿種別: 本文
2001 年 38 巻 6 号 p. 129-141
発行日: 2001/03/31
公開日: 2017/07/28
ジャーナル フリーThis paper has the following themes: 1) to divide the development of special education for children with physical disabilities into three historical periods and re-examine the historical significance of each period, 2) to study the characteristics of educational institutions/special schools for children with physical disabilities before and after the enactment of compulsory education for such children, and 3) to examine the effects of political measures with regard to integration and the changes in special education during the historic periods. The following findings about the divergence between special education for students with physical disabilities in Sweden and Japan were obtained: 1) The first divergence occurred starting at the end of the 1950's and continued to the beginning of the 1960's. The fundamental measures of education for students with physical disabilities were directed toward integration of the special population into mainstream schools in Sweden. In contrast, regulations were enacted in Japan to establish special schools throughout the whole country. 2) The second divergence was observed during the 1970's. Classes for students with severe physical disabilities were established by prefecture plans instead of special schools for children with physical disabilities, and integration of those children was further promoted in Sweden. In Japan, special schools for students with physical disabilities in every prefecture continued to provide educational exchanges between special schools and ordinary schools for children with physical disabilities.抄録全体を表示PDF形式でダウンロード (1080K)
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