巻号一覧
42 巻 (2004)
- 6 号 p. 451-
- 5 号 p. 321-
- 4 号 p. 259-
- 3 号 p. 197-
- 2 号 p. 85-
- 1 号 p. 1-
42 巻, 6 号
選択された号の論文の9件中1～9を表示しています
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マチャリセク ウェンディ, シガフーズ ジェフ, オレイリー マーク原稿種別: 本文
2005 年 42 巻 6 号 p. 451-458
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe present paper provides a selective review of studies on the treatment of self-injurious head banging and head hitting in young children with developmental disabilities. The literature has focused on the etiology of self-injury in young children, and few studies have focused on the treatment of self-injurious head banging and head hitting in young children with developmental disabilities. What few studies there are have demonstrated the efficacy of behavioral interventions. However, we conclude that further research is needed to validate behavioral treatments for self-injurious head banging and head hitting in young children with developmental disabilities.抄録全体を表示PDF形式でダウンロード (608K) -
田中 道治, ジグラー エドワード原稿種別: 本文
2005 年 42 巻 6 号 p. 459-466
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーMediational processes have been postulated to underlie the ability to make logical discriminations by classification. When children with mental retardation can discriminate through an outerdirected approach, their performance on discrimination tasks is comparable to that of children of without mental retardation who are the same mental age. In the present study, children with and without mental retardation in the experimental and control conditions were divided according to learning type: reversal-shift learners and non-reversal-shift learners. In reversal-shift learning, no difference was found between the two groups. In the experimental condition, the non-reversal-shift learning children with mental retardation reached criterion in fewer trials than the other children. Anecdotal observations suggested that the children with mental retardation performed well because they had watched the experimenter form the stimulus sets.抄録全体を表示PDF形式でダウンロード (610K) -
今野 義孝原稿種別: 本文
2005 年 42 巻 6 号 p. 467-481
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe present study attempted to identify behavioral and movement characteristics of children with autism or attention deficit/hyperactive disorder (ADHD), using factor analysis. Participants were 30 children with autism (26 boys and 4 girls; 5 years 7 months to 10 years 3 months; mean CA=6:2), and 22 children with ADHD (18 boys and 4 girls; 5 years 3 months to 9 years 11 months; mean CA=6:8). The mean IQ was 76 (range 71-89) for the children with autism, and 74 (range 71-83) for the children with ADHD. A behavior checklist (21 items) and a movement checklist (22 items) were administered. Factor analysis of the behavior checklist revealed 4 factors: "lack of active relating to others" (Factor I), "persistent interest in objects" (Factor II), "psychological tension and suppressed emotional expression" (Factor III), and "lack of sympathy with others" (Factor IV). The following factors were obtained from the movement checklist: "lack of active control of bodily movement" (Factor I), "insufficiency of movement skill and movement coordination" (Factor II), "impulsivity" (Factor III), and "hyperexcitability in mind and body" (Factor IV). For the children with autism, comparison of factor scores from the behavior checklist revealed that Factor I, Factor III, and Factor IV were their dominant characteristics, while comparison of the movement checklist factor scores indicated that Factor I was a salient characteristic for them.抄録全体を表示PDF形式でダウンロード (1078K) -
野呂 文行原稿種別: 本文
2005 年 42 巻 6 号 p. 483-496
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to examine the effectiveness of stimulus equivalence procedures for teaching 4 receptive emotional labels (happiness, anger, sadness, and surprise) to a 5-year 9-month-old girl with autistic disorder. Training programs were designed to teach the girl to match schematic expressive faces to printed emotional labels and to match cartoons depicting emotional situations to schematic faces. After both matching tasks met the learning criteria, she showed unreinforced conditional relations between the printed emotional labels and the emotional situation cartoons, indicating the emergence of stimulus equivalence classes. In addition, the results demonstrated expansion of the equivalence classes to photographs of expressive faces and sentences describing emotion-eliciting situations.抄録全体を表示PDF形式でダウンロード (1041K) -
生川 善雄, 前川 久男, 梅谷 忠勇原稿種別: 本文
2005 年 42 巻 6 号 p. 497-511
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present study was to clarify causal relations among latent variables (constructs) obtained from implementing exploratory factor analysis and cluster analysis. We applied an analysis of covariance structure to the causal model of attitudes towards persons with intellectual disabilities. The participants, 415 university students, completed a survey composed of 28 items related to attitudes towards persons with intellectual disabilities, 12 items concerning relations with children (persons) with intellectual disabilities during the respondents' elementary and middle school years, 8 items concerning participants' attributes, and a free-answer question. Significant causal coefficients were obtained among the respective latent variables. The main results were as follows: Experience in integrated education during elementary school was not necessarily positively utilized in attitudes formation. Talking at home about children with intellectual disabilities had a positive influence on attitude formation. Affirmation of the abilities of persons with intellectual disabilities had more positive influence. Volunteer work and discussion related to persons with intellectual disabilities after middle school graduation were utilized positively in attitude formation.抄録全体を表示PDF形式でダウンロード (1253K) -
多田 昌代, 加藤 元繁原稿種別: 本文
2005 年 42 巻 6 号 p. 513-524
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe purposes of the present study were to use behavior chain interruption strategy to teach mands to a boy with autistic spectrum disorders and intellectual disability, and to examine whether the occurrence of mands and their antecedent stimuli would change depending on the boy's task preference. First, the boy's task preference was assessed using his on-task behavior as an index, and second, the occurrence of verbal requests in both preferred and non-preferred tasks was studied. The desired objects were the tools necessary to complete each task; this was arranged so that the topography of the mands would be the same for both tasks. The results showed that verbal requests occurred as a result of vicarious reinforcement in his preferred task; they did not occur in the non-preferred task. The results were discussed in terms of the necessity of the assessment of preference when teaching mands.抄録全体を表示PDF形式でダウンロード (878K) -
賀 夏梅原稿種別: 本文
2005 年 42 巻 6 号 p. 525-530
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーIn Taiwan, since the end of the 1960's, itinerant teacher programs, as the only inclusive education for children with visual impairments, developed independently, and were not offered to children with other disabilities. Later, these programs were changed into itinerant resource rooms. The present study explores the establishment and evolution of the itinerant teacher programs, and describes the background of the change from itinerant teacher programs for visually impaired children into itinerant resource rooms. Effects of itinerant teacher programs in Taiwan are discussed.抄録全体を表示PDF形式でダウンロード (426K) -
川西 邦子, 高橋 智原稿種別: 本文
2005 年 42 巻 6 号 p. 531-546
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present paper is to clarify trends, results, and future issues in studies of the self-perception of students with learning disabilities (LD), through a review of studies in the published literature from many countries, from the 1970s, when the problem began to receive attention, to the present. Many researchers have reported that students with LD had lower academic self-perception than other students, and that their self-perception was influenced by their educational placement, perception of their disabilities, social support from others, and other people's understanding of students with LD. Recently, researchers who have examined the self-perception of students with LD in terms of its relation to the perceptions of others have reported that there are discrepancies between them. The future research should clarify the cause of such discrepancies and find problems relevant to them, as well as examine the details and degree of discrepancy between the self-perception of students with LD and other people's perceptions. Through these investigations, we need to reconsider the issues of the self-perception of students with LD, in terms of their relation-ships with others.抄録全体を表示PDF形式でダウンロード (1373K) -
岡 典子, 中村 満紀男原稿種別: 本文
2005 年 42 巻 6 号 p. 547-558
発行日: 2005/03/31
公開日: 2017/07/28
ジャーナル フリーThe purpose of the present review is to examine the criticism of full inclusion that has been put forth in the United States by an organization for people who are blind and by teachers of students with visual disabilities, in order to investigate the implications of these criticisms. The organization for people who are blind criticized full inclusion on the grounds that there has been a lack of understanding of blindness-specific skills and, in the methods of teaching these skills (including separated settings), due significance had not been given to the emotional and social meaning of peer interactions for students who are blind and their role as a member of society, and that the methods required for assisting them to attain social status have been treated as unimportant. Students who are blind have been faced with isolation, poor training, and insufficient participation for society, although they have benefited from long-term education in an inclusive education system. A full inclusion setting definitely ought to be beneficial for students with mild mental retardation and learning disabilities; however, students who are blind have failed to benefit from similar options, because they have not learned such matters as blindness-specific skills that they would have acquired ideally in a separate educational setting.抄録全体を表示PDF形式でダウンロード (971K)
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