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Volume 47 (2009)
- Issue 6 Pages 427-
- Issue 5 Pages 281-
- Issue 4 Pages 201-
- Issue 3 Pages 147-
- Issue 2 Pages 81-
- Issue 1 Pages 1-
Volume 47, Issue 3
Displaying 1-5 of 5 articles from this issue
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Brief Notes
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Yoshiaki HASEBE, Mari NAKAMURA2009 Volume 47 Issue 3 Pages 147-153
Published: September 30, 2009
Released on J-STAGE: November 29, 2017
JOURNAL FREE ACCESSThe purpose of the present research was to provide a model of care worker burnout relevant to workers in residential facilities for people with intellectual disabilities. The data-model fit was examined by a covariance structure analysis. The results indicated that the model was valid. Path coefficients from stressors to mental health and burnout, from mental health to burnout, and from supervision to stressors were significant. These results suggest that care workers' mental health deteriorates as stress accumulates every day. If stress reactions continue, burnout will result. Appropriate supervision may reduce burnout.View full abstractDownload PDF (779K) -
Shoji OKAMURA, Masataka WATANABE, Shingo OHKI2009 Volume 47 Issue 3 Pages 155-162
Published: September 30, 2009
Released on J-STAGE: November 29, 2017
JOURNAL FREE ACCESSThe present study examined effects of self-management skills on the on-task behavior of a fourth-grade girl with Asperger's disorder. In the test situation, her off-task behavior was assessed. Self-management skills were then taught using self-reinforcement with a choice of reinforcers. Subsequently, a self-instructional sheet based on a self-solving strategy was used. The results showed that the girl's on-task behavior and test scores were higher after this training than in baseline. This suggests that self-management skills based on self-determination may be effective for improving on-task behavior.View full abstractDownload PDF (996K)
Review
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A Perspective on the Role of Metacognition in Reading by Students With Hearing Impairments: A ReviewHirohito CHONAN, Takashi SAWA2009 Volume 47 Issue 3 Pages 163-171
Published: September 30, 2009
Released on J-STAGE: November 29, 2017
JOURNAL FREE ACCESSThe purposes of the present article are to review current studies concerning the role of metacognition in the reading comprehension of students with hearing impairments, and to discuss problems in these studies, in order to outline implications for future research. Some recent studies of metacognition in reading have provided evidence that students with hearing impairments who are highly skilled readers have metacognitive knowledge related to reading and employ self-regulation, monitoring, and control strategies when reading, just as students without hearing impairments do. Furthermore, other studies have suggested that some interventions aimed at promoting the use of metacognitive strategies have been very effective in improving the reading comprehension of students with hearing impairments whose reading comprehension had been poor. On the other hand, because some of those studies had problems such as in data sampling and in how the effectiveness of the interventions was analyzed, further consideration is needed in order to improve methods for measuring metacognitive abilities and to investigate teaching programs that may be useful for improving the metacognitive knowledge, self-regulation, and appropriate experiences of students with hearing impairments.View full abstractDownload PDF (1165K)
Current Topics
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Hiroshi FUJINOArticle type: Article
2009 Volume 47 Issue 3 Pages 173-182
Published: September 30, 2009
Released on J-STAGE: November 29, 2017
JOURNAL FREE ACCESSThe present review considers findings of various studies on the validity of the Picture Exchange Communication System (PECS) when used as an augmentative and alternative communication (AAC) system, and the benefits of that system for the promotion of speech production. Sufficient evidence is said to exist that shows the effectiveness of Picture Exchange Communication System training in aiding participants to learn spontaneous communication behavior using picture cards. Some studies have shown that the Picture Exchange Communication System has a positive effect in promoting speech production, while others have shown a negative effect, making it difficult to assess the overall effectiveness of the System. Additionally, those individuals whose speech production increased after Picture Exchange Communication System training have tended to have had pre-existing conditions such as echolalia or imitative speech, which suggests the need for further consideration. Previous studies also did not consider carefully the effect of the Picture Exchange Communication System in comparison to other augmentative and alternative communication systems that have been reported to promote speech production, such as sign language and a voice output communication aid (VOCA). This is expected to be an issue for future research.View full abstractDownload PDF (1220K) -
Masashi NAKANO, Tsutomu NAGASAKI2009 Volume 47 Issue 3 Pages 183-192
Published: September 30, 2009
Released on J-STAGE: November 29, 2017
JOURNAL FREE ACCESSAttention has been drawn to narratives as acts of meaning and as the basis for literacy and the understanding of self and other. During childhood, narratives become sophisticated as a result of social input, development of general and social cognition, and pretend play. The narrative performance of children with disabilities is restricted by the characteristics of their specific disability. The present article reviews studies of development, disability, and the educational support of narratives, and suggests that available findings should be integrated so that the points in the developmental process can be identified at which various factors affect each other. Future research should analyze not only the linguistic form of narratives, but also how children use narratives and how narratives work in particular contexts.View full abstractDownload PDF (1257K)
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