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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 4
Displaying 1-6 of 6 articles from this issue
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Original Article
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Kanako FUKUDA, Tsuyoshi SASHIMA2016 Volume 54 Issue 4 Pages 203-211
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the relationship between constructive task achievement in children who were blind and their acquisition of concepts such as size, length, and weight; skills in activities of daily living associated with fine motor control, such as using a spoon or dressing themselves; and aspects of spatial cognition, such as orientation and mobility. The participants in the experiment were 27 children who were blind. The results showed significant relations between the children's constructive task achievement and their concept acquisition, activities of daily living associated with fine motor control, and spatial cognition. Ten constructive tasks involving panel boards were divided into 2 types, based on how they were combined: (a) tasks involving combining panel boards that were identical, and (b) tasks involving combining panel boards that were different. Based on their performance in the experimental task that had involved combining panel boards that were different, the participants were divided into 2 groups: success (attainment) group or failure (non-attainment) group. Compared with the attainment group, the non-attainment group had significantly lower scores in concept acquisition, activities of daily living, and spatial cognition. These results suggest that using a constructive task when learning may help foster readiness for concepts, activities of daily living, and spatial cognition, and that the assessment of children who are blind should be performed comprehensively with reference to all these learning areas.View full abstractDownload PDF (515K)
Review
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Yusuke KUSUMI2016 Volume 54 Issue 4 Pages 213-222
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present article reviews transactional education between students with disabilities in specialized schools or homerooms, and students without disabilities in mainstream schools or homerooms, in Japan. Previously published research was categorized into the following areas based on the purpose of the research: (a) studies relating to measurement of effects of transactions, (b) surveys of the implementation state or consciousness of the participants, (c) case studies aiming at the development of the practice of transaction, and (d) practical reports. Future tasks were summarized as follows: (a) effects of differences in the form, content, and structure of groups should be considered in research in this area; (b) conditions of successful transactions should be developed using intergroup contact theory; and (c) relations between process and effects of transactions should be analyzed by a mixed method, using case studies and analyses of data from attitude questionnaires. It is also important to ensure that opportunities for transactions are provided to students continuously and to promote research that includes all types of schools and disabilities.View full abstractDownload PDF (432K)
Practical Research
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Tomohiko MURANAKA, Aya OGAWA2016 Volume 54 Issue 4 Pages 223-232
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study investigates effects of class-wide interventions on the class preparation behavior of children with special needs. First-graders (N=16; 7 boys, 9 girls) participated in the study. The intervention was conducted in 1 regular public school classroom. The target behavior was the children's preparation of textbooks and other materials for their classes. The design was baseline, intervention 1, intervention 2, and follow-up. The target behavior was decided after observing the children who showed appropriate class-preparation behavior. During intervention 1, preparation cards that listed the class contents and necessary preparation of textbooks and other materials for the class were shown. During intervention 2 and the follow-up, the children were instructed to raise their hand in response to a “ready” command and a “yes” command for the child in charge for that day. The results showed that the class preparation behavior of the target child, as well as of other children, increased in intervention 2. In addition, in intervention 2, verbal prompts by peers were observed to have an effect. The results suggest that factors in class-wide interventions may influence the occurrence of target behavior in the children in the class.View full abstractDownload PDF (532K) -
Atsuko YOSHIYAMA, Hidenori SEKIDO2016 Volume 54 Issue 4 Pages 233-243
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSIn order for an 18-year-old male with autism who was mute and had an intellectual impairment to develop a written mand repertoire, his family members used incidental teaching in their home. The aim of the current study was to examine how generalization of mands allowed the man to reference objects and actions. The results indicated that he was able to learn to write mands. In everyday settings, he was able to reference the names of 3 or more objects; he could write 30 mands, including 4 that were new. Moreover, he engaged in verbal behavior to provide descriptions and attract the attention of others, in addition to issuing requests and providing responses. On 3 occasions, he was observed engaging in verbal behavior using the initial sound of a mand. Based on those findings, the present study examined whether practicing writing the names of objects was a prerequisite for subsequent general reference to those objects in everyday settings. Factors that expanded the participant's verbal behavior from requests and responses to other forms, such as descriptions and attracting the attention of others, were also examined.View full abstractDownload PDF (381K) -
Tsutomu KAMIYAMA, Kimihiko TAKENAKA2016 Volume 54 Issue 4 Pages 245-256
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSBarriers to participation in parent training include lack of child care, geographic isolation, and extensive commitment of time to other activities. An innovative and promising area of research is the use of teleconferencing through the Internet for teaching intervention techniques to parents of children with autism spectrum disorders. The aim of the present study was to evaluate the acquisition of target behaviors by young children with autism spectrum disorders, and the improvement of self-evaluation of their parents' parenting behavior by after the parents had participated in a parent-training program via telephone conferencing in which the training site and the parents' home were connected through the Internet. Participants in the study were 7 parents of young children with autism spectrum disorders. The program included training on selecting target behaviors, developing parenting procedures consisting of antecedent and consequent control, implementing those procedures at home, and recording target behaviors. As part of the program, feedback was delivered by the instructors. The parents' self-reports indicated that all 7 children acquired the target behaviors, and that self-evaluation of parenting behavior by the parents increased significantly. Anecdotally, the parents reported that parent training via telephone conferencing was acceptable, usable, and effective. The present results suggest that parent training via the Internet may have potential for increasing access to services.View full abstractDownload PDF (662K) -
Shoji OKAMURA2016 Volume 54 Issue 4 Pages 257-266
Published: 2016
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study examined effects of a strength-based approach on the implementation of functional assessmentbased parent intervention for reducing a child's behavior problems. The mother of a third-grade boy with autism reported high levels of stress because of his behavior problems, which were occurring frequently at home. The mother's opinion was that her behavior induced her son's behavior problems. The therapist and the mother jointly developed a behavior support plan, using daily records that she kept. In addition, she was asked to describe situations in which her son had shown behavior problems at home, using the 3-term contingency in her descriptions, and about behavioral factors and procedures that might be used with the target behaviors. The therapist emphasized appropriate interactions and the mother's implementation of the intervention. The mother's discussions with the therapist showed a decrease in descriptions of her son's behavior problems at home and an increase in positive statements about him. The mother also reported that her son's behavior problems had decreased. Furthermore, the mother gave advice to support staff on how to support her son, and she reported that her mental health had improved and her anxiety decreased. These results suggest that the mother must have worked proactively to intervene, using a strength-based approach, based on the records that she was keeping.View full abstractDownload PDF (393K)
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