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Volume 39 (2001)
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Volume 39, Issue 2
Displaying 1-8 of 8 articles from this issue
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Noriko HIRASAWA, Yoshihiro FUJIWARAArticle type: Article
2001 Volume 39 Issue 2 Pages 5-19
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study describes technical assistance based on a functional assessment of the challenging behavior of a boy with developmental disabilities in an integrated preschool setting. Target behavior and intervention procedures were specified. Initially, general procedures were decided on in the context of the classroom teacher's decision to implement a support plan in the on-going preschool. Then the target behavior and intervention procedures were determined. Procedures were chosen to fit into the everyday routines of the preschool. The procedures were changed on the basis of results from their implementation, in order to improve them. The results showed that the child's participation in daily activities increased, and his challenging behavior decreased. The teacher evaluated the plan and the resulting modifications positively. On the other hand, the tartget behavior and the invervention procedures were not fully specified. The results indicate that technical assistance was needed to clarify for the child and the teacher the conditions for consistent implementation of a support plan, and for specification of the target behavior and intervention procedures.View full abstractDownload PDF (1488K) -
Teppei KIKUCHI, Seiji KOGAArticle type: Article
2001 Volume 39 Issue 2 Pages 21-29
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study used facial photographs to examine the recognition and production of facial expressions in children and adults with autism. Twelve children and adults with autism (mean MA=7:6; CA=20:4), their mothers, and undergraduates who were strangers to them participated in the study. Photographs were made of each of them when they were instructed to use facial expressions to show happiness, sadness, and anger. They were then asked to judge the emotions expressed in these photographs. The control group was 10 children without autism (mean CA=5:1), their mothers, and undergraduates. The results were as follows: 1) The children and adults with autism were less accurate in recognizing the emotions in the facial expressions of their mothers and the undergraduates than were the persons in the control group. 2) In the judgment of the mothers and the undergraduates, the production of facial expressions by the children and adults with autism was not as good as that by the control group. 3) When the children and adults with autism judged their own photographs, the percentage of correct identification of the emotions was not significantly different from the judgments by the control group. 4) The control group identified the emotions in the photographs predominantly as happiness, but the children and adults with autism did not do that.View full abstractDownload PDF (924K) -
Miyoshi KUMOIArticle type: Article
2001 Volume 39 Issue 2 Pages 31-40
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn many educational programs, devices for compensating for the communication disabilities of persons with severe mental and physical disabilities are used in order to enable them to express themselves. The present research investigates the usefulness of such support, by examining the effect of a teacher's helping students' operation of a switch-device on expectancy response. Participants were 13 persons, 19 to 54 years of age, with severe mental and physical disabilities, whose developmental age was below 10 months. Heart rate (HR) responses were recorded in the S1-S2 paradigm, where the sound of chimes and a circular red light were S1, and human intervention was S2. The S1-S2 interval was 5.3 seconds. In Condition A, the tester controlled the initiation of the S1-S2 sequence; in Condition B, the participant controlled it by operating a switch. None of the participants could operate a switch by themselves, so a teacher helped them move their hand. Participants were divided into 2 groups based on their heart rate in the S1-S2 interval: Group 1 participants' heart rate did not change in Condition A and showed a marked deceleration in Condition B; Group 2 participants' heart rates did not show deceleration in either condition. Continuous deceleration of heart rate during the S1-S2 interval reflects an expectancy response. The results indicated that in participants who showed an emotional response to human intervention, the expectancy response might be facilitated by support from a teacher.View full abstractDownload PDF (976K) -
Question-Asking Skills : Generalization to Family Members by an Adolescent with Autistic DisturbanceHiroyuki ARIKAWA, Hiroshi ETO, Shigeo KOBAYASHIArticle type: Article
2001 Volume 39 Issue 2 Pages 41-51
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined effective conditions for an adolescent male (CA 14:8) with autistic disturbance to apply and generalize question-asking skills acquired in a training setting to a home setting with family members (father, mother, and 16-year-old brother). The question-asking skill was, in given sentences, to identify and refer to missing information concerning who, when, where, and what. The rate of question-asking at dinnertime with the participant's family members was compared in a direct intervention condition, in which the family members presented topics in the same way as in training, and in a non-direct intervention condition, where topics were presented in a different way from in training. The family members were not informed as to when the participant acquired question-asking skills. The results indicated a higher rate of asking questions in the direct intervention condition than in the non-direct intervention condition. Therefore, the direct intervention condition might have a positive effect for applying and generalizing already acquired question-asking skills.View full abstractDownload PDF (1084K) -
Mitsuo MATSUYAMA, Jun SHIRAGAKI, Katsuo YAMANAKA, Kazuhiro FUJITAArticle type: Article
2001 Volume 39 Issue 2 Pages 53-63
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSOne cause of difficulties in Independent Living Centers' provision of personal assistance services to people with disabilities is a difference between the consumers and the workers employed at the personal assistance service in their conceptualization of problems. In the present study, 43 consumers and 28 workers were requested to give free descriptions of difficulties encountered during the execution of personal assistance services. The descriptions obtained were sorted by the KJ method. The resulting 45-item questionnaire dealing with the source of difficulties was completed by 100 consumers and 112 workers, who indicated whether they had encountered each item. The results revealed differences in the answers of the 2 groups on 25 of the 45 items; this suggests differences between consumers and workers in their conceptualization of difficulties encountered. It is assumed that the conceptualization of difficulties is connected to the attribution of responsibility for the problems.View full abstractDownload PDF (904K) -
[in Japanese]Article type: Article
2001 Volume 39 Issue 2 Pages 65-71
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (832K) -
[in Japanese]Article type: Article
2001 Volume 39 Issue 2 Pages 73-77
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (552K) -
[in Japanese]Article type: Article
2001 Volume 39 Issue 2 Pages 79-84
Published: September 30, 2001
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (684K)
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