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Volume 48 (2010)
- Issue 6 Pages 503-
- Issue 5 Pages 337-
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Volume 48, Issue 5
Displaying 1-5 of 5 articles from this issue
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Mayu MORI, Tsuyoshi SASHIMA, Toshiaki AOMATSUArticle type: Article
2011 Volume 48 Issue 5 Pages 337-349
Published: January 31, 2011
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study aimed to clarify factors that would make it easier for persons reading Braille graphics to discriminate 2 lines by analyzing effects of dot pitch and dot size on the number of trials needed to complete tasks requiring discrimination of 2 lines and on participants' performance time. The overall results suggested that dot pitch and dot size affect the discriminability of embossed dotted lines. Study 1 examined effects of dot pitch on the discriminability of embossed dotted lines. In Braille graphics, a difference in the pitch of 2 dotted lines that was more than 3mm was required for easy discrimination when the 2 lines were composed of medium-size points (1.5mm in diameter). Study 2 examined the affect of dot size on the discriminability of embossed dotted lines. Only between 1 and 3 of the 8 participants were able to complete the tasks when points that were the same distance apart were either medium (1.5mm diameter) or large (1.7mm diameter), which suggests that points of those sizes may not be appropriate for use in lines in Braille graphics when a discrimination between 2 lines is required. The largest points (1.7mm diameter) were relatively discriminable from the smallest ones (0.7mm diameter).View full abstractDownload PDF (1354K) -
Takahiro YAMANEArticle type: Article
2011 Volume 48 Issue 5 Pages 351-360
Published: January 31, 2011
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate factors related to the emotional experiences of mothers (N=203) of children with high-functioning pervasive developmental disorders (HFPDD) and related factors at the time of their child's diagnosis. When a factor analysis was conducted of participants' responses on a questionnaire, 3 factors were obtained: "anxiety and shock", "sense of relief", and "self-reproach". Hierarchical multiple linear regression analysis revealed the following main findings: "anxiety and shock" was related to the duration of time that the mothers had worried about their child's troubles, when the diagnosis was made, and dissatisfaction with the explanation received. "Sense of relief" was related to when the diagnosis was made and satisfaction with the explanation received. "Self-reproach" was related to the duration of time that the mothers had worried about their child's troubles, when the diagnosis was made, satisfaction with the explanation received, and insufficient official support. Limitations of the study and clinical implications were discussed.View full abstractDownload PDF (1092K) -
Ikuko SHIBUYAArticle type: Article
2011 Volume 48 Issue 5 Pages 361-370
Published: January 31, 2011
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe diagnosis of developmental coordination disorder has been internationally accepted in recent years. The present study aimed to examine everyday usage of the Japanese word bukiyo for describing features of developmental coordination disorder. The participants, 89 college and university students, were asked to assess 40 words that described a variety of actions, including bukiyo, in terms of the following: (a) action, (b) time, (c) body part, (d) factor, (e) perspective, and (f) persistence. The results indicated that bukiyo was used for actions involving a part of the body and for processes of actions. Bukiyo also was used to express actions related to skills, involved both evaluative and objective perspectives, and was perceived as an individual trait. A cluster analysis of all 40 words revealed 3 clusters, which were named "neatness", "skillfulness", and "speed". Bukiyo fell in the "skillfulness" cluster. Overall, the results suggested that the word bukiyo, as well as the term "developmental coordination disorder" emphasizes the skill-related aspect of actions and connotes "skillfulness", implying that actions could be changed with practice. However, bukiyo differed from "developmental coordination disorder" in expressing actions using a body part and in being a description of an individual trait.View full abstractDownload PDF (941K) -
Atsushi TERAMOTO, Kennosuke KAWAMA, Kazutaka SHINArticle type: Article
2011 Volume 48 Issue 5 Pages 371-382
Published: January 31, 2011
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study aimed to facilitate the expression of intentions in a 22-year-old male with severe and multiple disabilities by an educational intervention based on the hypothesis that improvement in the operation of switches and a concomitant increase in the expression of subjective intentions would promote interactions with others. Switches and computerized teaching materials were developed for the participant. During training sessions, the participant's upper limb movements, which had been very small at first, became switch-oriented and more stable. After that, in tasks that required his self-determination, he came to express his intentions clearly and more frequently. His interactions with the researchers were initially passive, and at first he rarely expressed any intention voluntarily. However, after he acquired stable switch operation and a way to express his intentions, his initiation of interactions increased. These results suggest that the educational intervention used might have been important for facilitating his expression of his intentions.View full abstractDownload PDF (1532K) -
Kenichi OHKUBO, Naomi TAKAHASHI, Fumiyuki NOROArticle type: Article
2011 Volume 48 Issue 5 Pages 383-394
Published: January 31, 2011
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn a second-grade class of a regular elementary school, an 8-year-old boy had behavioral problems in activities such as setting up for lunch, cleaning up after lunch, and cleaning the classroom. Support was provided first individually to the boy and then to the class as a whole, according to a multiple baseline design across activities. The support improved the boy's behavior; the improvement was greater and more stable when the entire class was supported than when the boy was supported individually. The class-wide support also improved the behavior of other students in the class. These results suggest that when behavioral support in a regular class is planned, providing support to the whole class should have a higher priority than providing support to an individual pupil. A questionnaire asking about the social validity of the present study revealed that the teacher thought that the support procedures were highly effective but also found some parts of the procedures to be burdensome.View full abstractDownload PDF (1365K)
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