巻号一覧
39 巻, 6 号
選択された号の論文の14件中1～14を表示しています
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ジグラー エドワード原稿種別: 本文
2002 年 39 巻 6 号 p. 1-13
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe scientific study of behavioral aspects of mental retardation has lost vitality, overshadowed by exciting advances in medical, biochemical, and genetic fields. At the same time, the care and education of persons with mental retardation, once provided in sheltered environments, now takes place in "inclusive" classrooms and mainstream society. The adjustment, or maladjustment, of individuals with mild retardation to the everyday world depends more on motivational and personality factors than on IQ scores or biogenetic explanations. Expanded research on personality factors therefore holds promise to inform treatment regimens that foster social adaptation in individuals with mental retardation.抄録全体を表示PDF形式でダウンロード (1156K) -
中村 満紀男原稿種別: 本文
2002 年 39 巻 6 号 p. 15-29
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present paper is to clarify why and how the West, especially the United States of America, historically accepted or rejected people with disabilities, and to bring to light the implications of this history. Schools for both the deaf and the blind, and schools for "idiots" were accepted in American communities in the middle of the 19th century, even if education of those various types of students did not achieve equivalent results. However, "the feeble-minded" came to be excluded from American communities at the end of the 19th century because their behavior was different from others, and because of their lack of intelligence. Early in the 20th century, they came to be considered as a social menace, because of their antisocial acts which scientific research appeared to show were a consequence of their mental disabilities. It was on modern principles such as the right to education that "the feeble-minded" came to be included in educational programs; another reason for their inclusion is that it was contrary to modern ideals that their behavior would be rejected. Modern society has arbitrarily accepted those with some types of disability and rejected those with others, according to the current cultural and social context. Can postmodern society, as the successor of modern society, provide people with mental retardation (the successors of "the feeble-minded") full enjoyment of a normal life style in principle?抄録全体を表示PDF形式でダウンロード (1273K) -
鄭 仁豪, 柿澤 敏文原稿種別: 本文
2002 年 39 巻 6 号 p. 31-39
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined intra-individual variations in the reading process when children who are hearing-impaired read 2 stories with different interest levels. The analysis was carried out based on the children's eye movements while reading silently. Participants in the study were 10 elementary school children who are congenitally hearing-impaired. The 2 kinds of reading materials were matched for difficulty. Reading time, fixations, regressions, and reading span were evaluated in order to analyze the relationship between rate of recall and interest. The children had fewer fixations and regressions when reading the more interesting text, and the length of reading span increased. Furthermore, the children demonstrated higher comprehension scores on the more interesting material. Therefore, degree of interest in the text influences the reading process of children who are hearing-impaired.抄録全体を表示PDF形式でダウンロード (671K) -
水谷 由美, 晝間 隆志, 柳本 雄次原稿種別: 本文
2002 年 39 巻 6 号 p. 41-58
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーWe surveyed 220 Japanese special high schools in order to understand their current practices of individualized plans, transition and post-school assistance, teachers' needs and perceptions in the present study. We found that the teachers, especially at the schools for student with intellectual disabilities, collaborated with local community agencies for transition and post-school assistance although they did not invite the agency staff over for conferences to develop the individualized plans. The opinions from students and parents were reflected in the individualized plans for instruction on only a limited basis. Some significant differences were found among the 3 types of special high schools and their characteristics were discussed. Following the discussion, 3 recommendations for the future practice of Japanese individualized transition support plans were outlined. We suggest increased collaboration with local agencies, parent participation in the transition planning process, and student involvement with self-determination in their own transition planning.抄録全体を表示PDF形式でダウンロード (1482K) -
庭野 賀津子, 菅井 邦明原稿種別: 本文
2002 年 39 巻 6 号 p. 59-68
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーWe investigated the developmental change in infants' early vocal communication through mother-infant interaction. In this study, we concentrated on the age-related changes in intonation contours in maternal infant-directed speech, and those of infant vocal response to maternal speech with different patterns of intonation contour. Speech samples of 50 Japanese mother-infant dyads were recorded from 3 to 9 months after birth. The fundamental frequency of the mother's speech during mother-infant interaction was extracted, and the intonation contours were determined based on acoustic analysis. We found that the appearance of intonation contour patterns in maternal infant-directed speech depends on the infant's age. The infant's response to each pattern of intonation contour in maternal speech also showed age-related changes. These results suggest that the mothers modified their pattern of intonation contour in terms of their infants' development during the first 9 months.抄録全体を表示PDF形式でダウンロード (710K) -
千賀 愛, 高橋 智原稿種別: 本文
2002 年 39 巻 6 号 p. 69-81
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーIn the present article, we describe special educational consideration and care for children with various educational needs at the Laboratory School (1896-1903) in Chicago, including the following 3 points: (1) There were 2 levels in the whole school approach. One was based on cooperation among teachers working with the same group of pupils; the other, a close relationship with teachers who teach different groups of pupils. They could report and discuss their daily activities at weekly meetings. Through attention being paid to the pupils on both of these levels, the teacher could address the needs and difficulties of each child. (2) The cardinal principle of curriculum organization of Dewey's Laboratory School was modified to the selection of subject matter and method, which was complied with the various educational and physical needs of children arising from their abilities, interests, and physical tendencies as they affected the phases of growth and development. (3) This approach was based on the special educational consideration and care for needs of children and flexible correspondence. For instance, the teacher changed her educational program in reading and writing when the teacher of history recognized difficulties through continuous observation. This required a close relationship and strong communication between teachers such as that fostered by the weekly and daily meetings, and also required careful observation of the learning process of each child.抄録全体を表示PDF形式でダウンロード (978K) -
ダンディ オドゲレル原稿種別: 本文
2002 年 39 巻 6 号 p. 83-89
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe present research attempts to illuminate the current state of assessment in special schools for children with mental retardation in Mongolia. In particular, it is intended to clarify the level of mental abilities of children attending special schools, as evaluated with the Draw-a-Man (DAM) test. Human figure drawings by 310 children (ages 5 to 12) from 11 regular schools, 4 special schools, and 5 kindergartens in Ulaanbaatar City were analyzed. In order to get data on children in special schools, a questionnaire including the definition of mental retardation (AAMR, 1992) was completed by their teachers. Results from the Draw-a-Man tests and questionnaires demonstrate that the level of mental abilities of special school children is lower than that of regular school children, and supports the logic of using categories such as "mildly mentally retarded" and "mental developmental delay" for assessment in Mongolia. However, some results suggest that children who do not fit these categories are also enrolled in special schools; consequently more comprehensive tools for identification of their mental abilities are required.抄録全体を表示PDF形式でダウンロード (447K) -
林 恵津子, 堅田 明義原稿種別: 本文
2002 年 39 巻 6 号 p. 91-101
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーParents of children and adults with intellectual disabilities completed a questionnaire on their sons' and daughters' "sleep lifestyle." Responses were received for 670 people with disabilities (return rate of 83%), whose ages ranged from 1 to 43 years. The following results were obtained: With regard to disturbances in initiating and maintaining sleep, waking after sleep onset was reported in approximately 75% of the people with disabilities, and sleep onset disturbance in approximately 15%. Non-24-hour sleep-wake rhythms were reported for 10%. These results suggest that brain dysfunctions in persons with intellectual disabilities extend to their sleep regulation system. Because disturbances in initiating and maintaining sleep were reported to increase in youth with disabilities immediately after they stopped regular attendance at school, it was suggested that the sudden change in social environment may have affected their sleep.抄録全体を表示PDF形式でダウンロード (732K) -
小島 道生, 池田 由紀江原稿種別: 本文
2002 年 39 巻 6 号 p. 103-114
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to describe characteristics of interpersonal negotiation strategies (INS) in conjunction with the ability to infer others' emotions in interpersonal conflict situations, based on research with 20 adolescents with Down syndrome; the control group was 20 adolescents without disabilities, who were matched with the other participants for chronological age. No statistically significant differences were found between the adolescents with Down syndrome and the control group in the use of interpersonal negotiation strategies. This result suggests that there may be a similarity in the interpersonal negotiation strategies adopted by the 2 groups. However, fewer adolescents with Down syndrome, compared to the control group, resorted to mutually beneficial strategies, so it can be assumed that fewer interpersonal negotiation strategies are available to them. Ability in interpersonal conflict situations was estimated as being at a lower level in the adolescents with Down syndrome compared to the control participants. Lack of this ability was conspicuous in the adolescents with Down syndrome who used other-transforming strategies to the detriment of their making a reasonable inference about the others' emotions.抄録全体を表示PDF形式でダウンロード (844K) -
牛山 道雄, 細川 徹, 奥住 秀之, 田中 敦士原稿種別: 本文
2002 年 39 巻 6 号 p. 115-122
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to investigate the role of visual feedback on aimed limb movements in individuals with mental retardation, by measuring movement time (MT), the ratio of the ballistic control phase to the corrective control phase (RBC), and the ratio of peak velocity to movement time (RPM) of the velocity curve. 24 individuals without mental retardation and 23 individuals with mental retardation participated in this experiment. They performed aimed movements under both a vision condition (VC) and a no-vision condition (NVC). We found that both groups performed the movements more quickly in the vision condition than in the no-vision condition, and that the ratio of the ballistic control phase to the corrective control phase, and the ratio of peak velocity to movement time, were not influenced by the effect of visual feedback, although there was a difference in the ratio of peak velocity to movement time between groups. The results suggest that individuals with mental retardation are better than might be expected at planning their aimed movements in advance.抄録全体を表示PDF形式でダウンロード (565K) -
吉川 悠貴, 菅井 邦明原稿種別: 本文
2002 年 39 巻 6 号 p. 123-130
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined the relation between the "synchrony tendency" of temporal aspects of vocal activity and evaluations of communications, and the cues for observers in conversations with a person with severe intellectual disabilities. 45 undergraduate and graduate participants, in 3 groups of 15 persons each, evaluated 2 conversations between an undergraduate and a person with severe intellectual disabilities. The groups included participants who had had direct communication with the person with a disability who was one of the speakers (Group C), participants who had observed people with communication disorders (Group O), and those with no such experiences (Group N). The results showed that those participants who had talked with or observed people with communication disorders evaluated the conversation positively, evaluated the undergraduate as having synchrony, and used nonverbal/unintentional cues from the relationship standpoint. But those participants with no experiences of communication with a person with a disability showed no such results. The results are discussed in relation to the skills of persons providing services for persons with disabilities.抄録全体を表示PDF形式でダウンロード (589K) -
江田 裕介, 篠原 明, 酒井 利夫原稿種別: 本文
2002 年 39 巻 6 号 p. 131-141
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーChildren and youth with severe and multiple disabilities often require a longer length of mealtime due to difficulties in masticating and swallowing. These young people, during mealtime, are often reported to encounter breathing problems because of respiratory malfunctions, which have a negative effect on their health. This case study of a 17-year-old male adolescent with SSPE (subacute sclerosing panencephalitis) explores an appropriate length of mealtime by measuring the changes in SpO_2 (arterial oxygen saturation) during meals and observing the changes in his breathing condition. This study found that the breathing conditions of the subject tend to decline in the process of feeding, and that SpO_2 often drops below 90% around 30 minutes after the beginning of a meal. Furthermore, the subject often becomes somnolent while eating, which would be related to his decline of breathing. These data imply that an appropriate length of mealtime for the subject that would allow him to ingest sufficient nutrition would be around 20 minutes. This case study shows that the measurement of SpO_2 by pulse oximetry is an effective method to evaluate and determine appropriate eating conditions for children and youth with severe disabilities.抄録全体を表示PDF形式でダウンロード (769K) -
神尾 陽子原稿種別: 本文
2002 年 39 巻 6 号 p. 143-154
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study examined adolescents with intellectual disabilities, in order to explore the prevalence of self-injurious and aggressive behavior in students at special schools who were around the age of puberty. Questionnaires and psychiatric evaluations were employed, and adolescents with autism were compared with those without autism. The prevalence rate was 2.4% for aggressive behavior, and 1.2% for self-injurious behavior for all students. In students with autism, the prevalence of self-injurious behavior including mild cases (23.0%) was significantly higher than that in students without autism (2.4%). The results suggest that aggressive behavior is related to severe mental retardation, while self-injurious behavior tends to be related to autism. The significance of a special school setting and the use of psychiatric evaluations when performing clinical studies of youth with intellectual disabilities are also discussed.抄録全体を表示PDF形式でダウンロード (905K) -
竹内 康二, 久保田 英美, 山本 淳一原稿種別: 本文
2002 年 39 巻 6 号 p. 155-164
発行日: 2002/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to clarify the type of intensive supervision needed by families who were applying home-based behavioral treatment for children with autism in the absence of constant supervision. Participants were 8 children (age 42-99 months) and their family trainers living in Malaysia. The results of observation sessions prior to the supervision indicated that although the family trainers had learned basic behavioral techniques from manuals and textbooks, the children's correct response rates were relatively low. During the supervising sessions, family trainers received instruction and modeling on the following points: 1) selecting appropriate programs, 2) using strategies to minimize errors, and 3) presenting a variety of rewards. The results showed that after this supervision, the children's correct response rates increased, and the family trainers presented a greater variety of rewards. The results were discussed in terms of 1) teaching techniques that family trainers could learn from manuals and textbooks, 2) necessary supervision, and 3) the general effects of intensive supervision for families conducting home-based behavioral treatment in areas having few professionals.抄録全体を表示PDF形式でダウンロード (773K)
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