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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 3
Displaying 1-5 of 5 articles from this issue
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Original Article
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Fumio IMAEDA, Atsushi KANNO2016 Volume 54 Issue 3 Pages 145-155
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe present study examined the relation between activities contained in the curriculum and basic learning skills in lifelong learning assistance for adults with intellectual disabilities. Adults with intellectual disabilities (N=181) completed a questionnaire. Factor analysis and 3-class quantification were used to extract 5 areas of learning activity: (a) money usage and utilization of local resources, (b) rule compliance, (c) preference-aligned choices, (d) voluntary cultural activities, and (e) movement, and 3 basic areas of learning skills: (a) basic concept of classification, (b) primary concepts of syllables, numbers, and time, and (c) concrete thinking. Multiple regression analysis revealed that the area of concrete thinking was significantly related to learning activity areas (a) money usage and utilization of local resources and (c) preference-aligned choices. These results suggest that learners should acquire concrete thinking in order to be able to perform learning activities on their own. Future research on lifelong learning opportunities should examine ways to help adults with intellectual disabilities acquire concrete thinking.View full abstractDownload PDF (449K)
Brief Notes
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Mihoko ABE, Masako KANNA2016 Volume 54 Issue 3 Pages 157-167
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe present study examined the relation between siblings' negative feelings about their brothers and sisters with disabilities and their expectation of support from their parents. First, siblings of individuals with disabilities (N=335, age range from elementary school to adult) completed questionnaires regarding their feelings about their brothers and sisters with disabilities and their expectations of support from their parents. Second, on the basis of results from those questionnaires, parent-sibling sets who had low (n=7) and high (n=5) negative feelings were interviewed. The siblings were interviewed about support from their parents and their relationship with their parents; the parents were interviewed about raising their sons and daughters. ANOVA of the questionnaire results revealed that the siblings' expectations of support from their parents were independently associated with negative feelings about their brothers and sisters with disabilities, regardless of the following factors: birth order, age, and type of disability. The mean negative feeling of the siblings expecting a high level of support from their parents was significantly lower than that in the siblings with low expectations for support. The interview results showed qualitative differences between the siblings who were high and low on negative feelings in expected support from their parents and in relationships with their parents. Compared to the siblings with low negative feelings, the siblings with high negative feelings reported a lack of consultation with their parents regarding problems and poor relations with their fathers. The parents of the siblings with low negative feelings supported the siblings by accepting their thoughts and feelings, whereas the parents of the siblings with high negative feelings supported the siblings by teaching them about the disabilities that their brothers and sisters had. These results suggest that a sibling support program for siblings and parents might help promote acceptable and supportive family relations.View full abstractDownload PDF (380K) -
Ikuko SHIBUYA2016 Volume 54 Issue 3 Pages 169-178
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe present study examined factors related to preschoolers' tool use performance, focusing on the use of scissors. The purposes of the study were to (a) analyze preschoolers' use of scissors in terms of their tool-use strategy and motor performance, and (b) examine the relation of 3 indices to cognitive development. The participants, 92 preschool children (46 boys, 46 girls), were asked to cut the contour lines of various figures as accurately and quickly as possible. The 3 indices analyzed were scissor prehension patterns, amount of deviation from the contour lines, and cutting time. The results showed that about 80% of the participants did not change how they held the scissors for the various figures, and that it was difficult for them to cut a circle accurately and quickly. The 3 indices were not related to each other. Subsequently, the participants were classified into 4 categories on the basis of the amount of deviation from the contour lines and cutting time, and the correlations of their scores on the Kyoto Scale of Psychological Development and their scores on these 2 indices were examined. The results suggested that an understanding of the shape of an object affected the accuracy of the children's use of scissors, and the task context influenced the accuracy and speed of their use of scissors.View full abstractDownload PDF (370K)
Practical Research
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Takami YAMAMOTO, Shinzo ISAWA2016 Volume 54 Issue 3 Pages 179-187
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe present study investigated the efficacy of simulation training for teaching social skills relating to eating out to adults with autism spectrum disorder (N=3; males; age 23-24 years). The simulation training was conducted in a public facility, in a setting that resembled an actual restaurant. The participants were trained on 5 social skills, for example, (a) talking with their companions while waiting for the meal to be served, (b) opening the menu so that others could also see it, and (c) saying “excuse me, please,” when leaving their seat. The particular social skills trained were chosen depending on the participant. During a pre-test in an actual restaurant, the participants all made incorrect responses. The training included lectures and self-management training in addition to the simulation training. The results indicated that all 3 participants acquired most of the skills that they had been taught in the simulation training. In a post-test in the simulation setting, the participants initiated some of the social skills that they had been taught. Furthermore, response generalization was observed in a post-test in an actual restaurant. At a follow up 15 months later, the participants were observed to have maintained some of the social skills. These results suggest that the simulation training may have been effective for teaching the social skills relating to eating out. Future studies should examine expanding the application of simulation training to other aspects, generalization to daily life, and enhancing well-being and quality of life.View full abstractDownload PDF (436K) -
Kazue NOZAWA, Miku FUJIHIRA, Miho ONOZATO2016 Volume 54 Issue 3 Pages 189-197
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSIn the present study, a boy (age 8 years 6 months) who had been diagnosed with pervasive developmental disorder was taught to ask his mother about her choice either when he was making pancakes or when he was preparing toys for them to play together in their home. Although he was supposed to ask his mother for her choice of topping for the pancakes (e.g., strawberry jam or maple syrup) or about her preference for the color of the toys, baseline observations revealed that he did not ask those questions. In the training trials, a trainer provided prompts or a model in response to the boy's speech by explicitly asking about the mother's preference, suggesting asking her what her choice was, or demonstrating suitable asking behavior. As training progressed, trials testing whether boy's asking behavior transferred to novel situations were conducted, after which he was trained in novel situations. Examination of video recordings of the boy's behavior revealed that he soon started to need fewer prompts or models, approaching his mother to ask her choice, asking grammatically correct questions, and using suitable intonation when asking the questions. Finally, he engaged in suitable asking behavior in novel training and test trials. Anecdotal observations of this boy's errors when asking questions suggests that the process of acquisition of theory of mind in children with pervasive developmental disorder may be different from that in children with typical development.View full abstractDownload PDF (750K)
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