All issues
Volume 52 (2014)
- Issue 5 Pages 349-
- Issue 4 Pages 251-
- Issue 3 Pages 163-
- Issue 2 Pages 75-
- Issue 1 Pages 1-
Volume 52, Issue 5
Displaying 1-5 of 5 articles from this issue
- |<
- <
- 1
- >
- >|
Original Articles
-
Mihoko ABE, Masako KANNA2015 Volume 52 Issue 5 Pages 349-358
Published: 2015
Released on J-STAGE: November 19, 2015
JOURNAL FREE ACCESSHaving a brother or sister with a disability gives those children's siblings unique concerns and problems that can affect their development. Those concerns and problems are said to be, in large part, due to the dynamics of the relations within their family. The present study evaluated a support program for family members (children with disabilities and their parents and siblings without disabilities,) that was intended to improve the negative feelings of the children without disabilities about their siblings with disabilities, and also to improve parent-child relations. Participants were 14 families that had a child with a disability (6 to 16 years old), including 16 siblings from those families (7 boys and 9 girls, 6 to 15 years old) and their parents. The families participated in 6 two-hour sessions of the workshop, held every two weeks. Contents of the workshops included: (a) free play time, (b) activities for the whole family, (c) activities for each group, that is, groups of parents, of siblings, and of children with disabilities, and (d) activities for the siblings without disabilities and their parents. The siblings and their mothers completed a questionnaire before and after the series of workshops. They were also interviewed about the contents of the workshops. Analysis of this information revealed that after the workshop, the siblings had less negative feelings about their brothers and sisters with disabilities, and their "feelings of burden" decreased significantly. The results on the Family Diagnostic Test showed positive changes in the parent-child relationships. Further, from the case studies, the parents gained an appropriate understanding of the siblings' feelings of burden, and took better care of them. These results suggest that this support program may decrease siblings' negative feelings about their brothers and sisters with disabilities, and also improve their relationships with their parents.View full abstractDownload PDF (436K) -
Atsuko MATSUZAKI, Jun-ichi YAMAMOTO2015 Volume 52 Issue 5 Pages 359-368
Published: 2015
Released on J-STAGE: November 19, 2015
JOURNAL FREE ACCESSThe number of children with developmental delay is continuously increasing. Evidence has shown that the outcomes for these children can be improved with early intervention based on applied behavior analysis. However, the growing number of cases exceeds the services available for these children. Therefore, it is important to disseminate intervention strategies to the community. The present study reports an evaluation of a teacher-training program based on applied behavior analysis that was designed to teach skills for intervening with children with developmental delay. The program consisted of (a) three 90-minute didactic lectures, (b) fifteen 30-minute On-the-Job Training (OJT) sessions, and (c) ten 60-minute video feedback sessions. Participants were 2 teachers working at a regional support center, and 6 children, including 3 children with autism and 3 with delays in language development. The teachers' intervention skills were evaluated with a 40-item fidelity list that was developed for this program; the children's outcomes were assessed using standardized tests and behavior coding. After the intervention, the teachers' fidelity scores improved; the improvements were maintained at a 2-month follow-up evaluation. The children's vocabulary and scores on social skills measures also increased after the intervention, and the number of challenging behaviors decreased. The feedback procedures appeared to be essential for improving the teachers' intervention skills, and the parallel use of OJT and the video feedback seemed effective. The results also suggested that the feedback had to be repeated several times before the acquired skills stabilized. Implications for the efficacy and feasibility of this training program are discussed.View full abstractDownload PDF (559K)
Brief Note
-
Shoji OKAMURA, Masataka WATANABE2015 Volume 52 Issue 5 Pages 369-379
Published: 2015
Released on J-STAGE: November 19, 2015
JOURNAL FREE ACCESSThe present study examined effectiveness of counseling the mother of a sixth-grade boy who had pervasive developmental disabilities on decreasing her physical abuse of her son. The mother had been uncooperative, and the counseling, which was based on her records in counseling, included attempts to increase her reports of behavioral factors and advice on how to deal with the situation. After counseling, her expression and thinking of facts about herself and her family increased, the abuse decreased, and self-management behavior and appropriate interactions with other family members increased. This suggests that counseling based on parents' records may be effective for decreasing abuse. It is important to ensure that suitable resources are available for shaping social supports within a family.View full abstractDownload PDF (477K)
Review
-
Mika TSUBOKURA2015 Volume 52 Issue 5 Pages 381-390
Published: 2015
Released on J-STAGE: November 19, 2015
JOURNAL FREE ACCESSThe present article reviews recent studies on the development of 2-word and multiword utterances in children with autism spectrum disorder, in relation to their cognitive prerequisites. Recent studies have proposed new viewpoints, such as mental state words, mental verbs, and dynamic-event words, the latter of which include relational words and primal verbs. Mental verbs are important for the development of word combinations, especially for the development of complementary structures. Dynamic-event words are necessary for primal verbs in early word combination. The article points out that dynamic-event words are related to early language development and the mental state utterances of others, and also related to the acquisition of mental state words and mental verbs. Further studies are needed that consider the relation of those words and cognitive development to the foundation of the development of 2-word and multiple word utterances in children with autism spectrum disorder.View full abstractDownload PDF (351K)
Practical Research
-
Subaru SUENAGA, Kei OGASAHARA2015 Volume 52 Issue 5 Pages 391-400
Published: 2015
Released on J-STAGE: November 19, 2015
JOURNAL FREE ACCESSThe purposes of the present study were both to implement a positive behavior support-based (PBS-based) intervention for a child with a developmental disability and behavioral problems, and to analyze some factors relating to the feasibility of the support plan. The participant in the study was a 9-year-old male student. After a functional behavioral assessment was conducted, a support plan was suggested to the student's teachers and his mother. The teachers' and the mother's answers as to whether they could or could not implement the plan were evaluated before implementation; their answers after implementation relating to the feasibility of the support plan were analyzed in relation to the degree of the support plan. Implementing the support plan was effective in changing the student's self-injurious behavior except for his biting, for which it was ineffective. The discussion deals with some aspects of the feasibility of the support plan and factors related to individual abilities, costs of implementation, resources, influences on other people, and some additional possibilities, as well as further analyses of the validity of those factors.View full abstractDownload PDF (511K)
- |<
- <
- 1
- >
- >|