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Volume 54 (2016)
- Issue 5 Pages 273-
- Issue 4 Pages 203-
- Issue 3 Pages 145-
- Issue 2 Pages 65-
- Issue 1 Pages 1-
Volume 54, Issue 2
Displaying 1-6 of 6 articles from this issue
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Original Article
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Saki TAKIMOTO, Chikaho NAKA, Mito MEKARU, Takaaki GOTO, Miyoshi KUMOI, ...2016 Volume 54 Issue 2 Pages 65-75
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study investigated properties of reading 5-character words written in hiragana separated by a line break by children with learning disabilities (LD) compared to children with typical development. The time to read meaningful words was measured; reading time was divided into reading latency and articulation time. The participants were 58 children with learning disabilities and 149 children with typical development. On the basis of established developmental standards for the time to read hiragana words, the children with learning disabilities were divided into 2 groups: 30 children with specific reading disorders (SRD) and 28 children without special reading disorders (NSRD). The children with typical development had significantly longer reading latency when they read words of 5 characters separated with a line break, compared to the latencies when they read 5-character words without a line break, and had almost the same articulation time when reading 5-character words with or without a line break. Of the 18 children with specific reading disorders who had longer latencies when reading 5-character words separated with a line break, 7 had the same articulation time as the children with typical development. These children may have a compensatory efficient articulation process when reading words with a line break. A significant difference in the rate of self-repairs between reading kana words with and without a line break was found in the responses of some of the children. Those children had longer articulation times when reading words separated with a line break than did the children with typical development, although they had the same latencies as the children with typical development. For those children, because self-repairs might include conceptual preparation and phonological words that relate to representation of meaning, comprehension of meaning might be prevented when reading words with a line break.View full abstractDownload PDF (507K)
Brief Note
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Takeshi KONO2016 Volume 54 Issue 2 Pages 77-86
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study investigated special needs of people with physical disabilities through questionnaires and interviews with their parents. The participants, 55 parents whose sons or daughters with physical disabilities were high school students or adults, completed questionnaires, and 4 parents of adults with physical disabilities were interviewed. Analysis of the questionnaire answers with χ2 and sub-effect tests indicated that health, physical movement, and activities of daily living (ADL) were important needs when the sons and daughters were infants. As they grew older, human relations and social life gradually became important needs. The interview results also revealed the parents' reasons for need choices and qualitative changes in those needs. The needs changed in relation to changes in the environment or in their sons' and daughters' development. The discussion deals with why the special needs change.View full abstractDownload PDF (363K)
Practical Research
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Kengo MIYATA, Tomohiko MURANAKA2016 Volume 54 Issue 2 Pages 87-99
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study examined an approach to the promotion of homework performance and submission of homework by children with special needs. The participants were 5 students (ages 6 to 12; 3 girls, 2 boys) who were registered at a public elementary school as having intellectual disabilities. The training intervention was conducted in the special support and integrated classroom in their school. The target behaviors were homework performance and submitting homework to the teacher. The design was Assessment/Baseline, Intervention 1, and Intervention 2. The assessment indicated that a homework card that the participants had been using was not functioning to affect their behavior. In addition, the homework assigned to students in the integrated classroom was difficult for the participants, and their homework performance was inconsistent. In Intervention 1, task difficulty and quantity were reduced; the participants performed a self-evaluation of their homework performance and were praised by their teachers, their family members, and their friends. In Intervention 2, the education assistant's physical position was changed in order to enhance the spontaneity of the participants turning in their homework to their teacher. In Intervention 1, all participants did more homework. In Intervention 2, a spontaneous level of submitting their homework was confirmed. These results suggest that the participants' autonomous homework performance was promoted by the intervention, which consisted of antecedent control and manipulation of the consequences for the participants' behavior.View full abstractDownload PDF (504K) -
Kazuhiro KONISHI2016 Volume 54 Issue 2 Pages 101-109
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe purpose of the present study was to examine the effectiveness of an intervention package that included an action theory approach for reducing the amount of time that a youth with an intellectual disability (CA 12-2 at the start of the study) left his seat in his classroom, using a single-case design. The measure was the amount of time the boy spent in his seat. During the intervention period, the amount of time that the boy was seated greatly increased, compared to the baseline period. This result suggests that the intervention may have been effective. Possible reasons for its effectiveness are (a) that it was implemented properly, in according with the boy's actual situation, and (b) that an accurate support tool had been prepared for him. A social validity assessment indicated that the boy's parents had a positive view of the intervention procedure.View full abstractDownload PDF (507K) -
Shigeru IMAMOTO, Kyoko MONJI2016 Volume 54 Issue 2 Pages 111-120
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study examined effects of the establishment of a “wait card” as a conditional discriminative stimulus (CDS) that enabled prediction of future delivery of reinforcers in a restaurant, in order to help a boy (6 years 4 months old at the start of the study) with autism spectrum disorder (ASD) learn to spend time appropriately and to reduce his behavior problems. In training at the boy's home and in a clinical setting, when the boy requested a reinforcer, he was given a wait card that could be exchanged for the reinforcer after a predetermined time had passed. The wait time was gradually increased from a few seconds to a maximum of 80 seconds. After this training, when the wait card was used at a restaurant, the boy became able to spend the waiting time appropriately, and his behavior problems there were reduced. At the same time, his mother's stress scores at the restaurant and in other aspects of her daily life were reduced to a low level. The discussion deals with the application and effectiveness of wait cards for children with autism spectrum disorders.View full abstractDownload PDF (443K) -
Ikkei SASAKI, Hidenori SEKIDO2016 Volume 54 Issue 2 Pages 121-131
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSA combination of cooperative learning and interdependent contingencies was implemented for mathematics classes in a high school where many students were having difficulty learning. The teaching methods introduced focused on aiming for improvement of the students' class participation, reduction in their problem behavior, and improvement in the academic achievement of the whole class. After the intervention, class participation improved, the problem behavior of the target students decreased in frequency, and an effect was seen on the academic achievement of the class. In terms of social validity, there was approval for an intervention that targeted the teacher and all the students in the class. These results suggest the possibility of an effect of an interdependent contingency on academic achievement, as well as the validity of cooperative learning for decreasing problem behavior and improving participation in class. When cooperative learning and an interdependent contingency are combined, the positive outcome is likely to increase.View full abstractDownload PDF (435K)
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