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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 5
Displaying 1-5 of 5 articles from this issue
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Brief Notes
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Takanori SATO, Kazuko FUJII2016 Volume 54 Issue 5 Pages 273-282
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe present study examined special school homeroom teachers' consciousness about curriculum design, as well as factors that may influence the structure of their consciousness, with an emphasis on their teaching experience and participation in curriculum improvement, the educational objectives of schools, and their image of an ideal child. Homeroom teachers (N=415) at 115 elementary, middle, and high school special schools for children with physical disabilities and other health impairments completed a questionnaire. The results of exploratory factor analysis revealed 4 factors relating to the teachers' consciousness about curriculum design: independent participation in and improving curriculum design, difficulties in designing curriculum, difficulties in participating in and improving curriculum design, and concerns about the validity of the curriculum. Participation in improving the educational objectives of schools and improvement in the image of an ideal child were significantly different on all 4 factors, whereas teaching experience was significantly different on the following 3 factors: independent participation in and improving curriculum design, difficulties in designing curriculum, and difficulties in participating in and improving curriculum design.View full abstractDownload PDF (352K) -
Shingo KATO, Kei OGASAHARA2016 Volume 54 Issue 5 Pages 283-291
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe purpose of the present study was to examine difficulties faced by special school teachers when implementing interventions based on functional assessment for students with behavior problems. The participants in the study were 17 teachers at special schools for students with intellectual disabilities who volunteered to participate in training aimed at developing the knowledge and skills necessary to design and implement behavior intervention plans for addressing behavior problems. The training, which was conducted for 6 sessions, was held once a week, for 2 hours each time. Each session consisted of lectures and exercises. In the exercises, the teachers designed and implemented behavior intervention plans based on functional assessment for students whom they actually taught at their schools. Questionnaires with 24 items in a 5-point Likert-type scale and open-ended questions investigated difficulties relating to functional assessment-based interventions in the following categories: (a) conducting a functional assessment, (b) recording, (c) designing intervention plans, and (d) implementing intervention plans. The teachers reported difficulties in collecting information about behavior problems, recording target behavior, and implementing intervention plans. These difficulties seemed to be caused by technical problems and problems in obtaining the understanding and cooperation of other teachers. Limitation of the study are discussed.View full abstractDownload PDF (317K) -
Shingo HARADA, Kei OGASAHARA2016 Volume 54 Issue 5 Pages 293-306
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe purpose of the present study was to examine behavioral characteristics when students with intellectual disabilities are making choices. Participants, 1,504 classroom teachers at elementary (531 teachers), middle (422 teachers), and high schools (551 teachers) for students with intellectual disabilities, completed questionnaires in which they were asked to describe their students' behavior when offered a choice. Analysis of the data indicated that between 32.4% and 46.5% of the students with intellectual disabilities had difficulty in focusing on and comprehending the available choices. This tendency was more pronounced in the students with severe or profound intellectual disabilities and those with autism spectrum disorder. A majority of the teachers assessed their students' behavioral characteristics based on observations in daily situations. Sub-categories of choice-making should be investigated, and effective methods for assessing students' choices should be developed.View full abstractDownload PDF (694K)
Practical Research
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Masahiko ONO2016 Volume 54 Issue 5 Pages 307-315
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe present study described the impact of a program for shaping school attendance behavior in an 8th grade male student who had not attended school for 1 year 6 months, and who had had no previous support for returning to school. A behavioral assessment identified preconditions for his extended non-attendance, including bad interpersonal relationships with other students, a tolerance of ambiguous reasons for absences, and nonfulfillment of the principal's checks on the adequacy of the reasons for his absences, in addition to his parents' permitting him to evade going to school. After behavioral consultation with the principal, the following were carried out: the principal's presentation of graduation requirements to the parents, change in the parents' responses to the student, establishment of a supportive relationship between the student and the principal, the principal's support for learning and life rhythm modification, and step-by-step shaping of school attendance behavior, utilizing the principal's office. After 6 months of this support, the student returned to school. His prognosis was good, as indicated by extended changes in the previous conditions that had appeared to support continuous non-attendance. The results suggest that the principal's presentation of graduation requirements to the parents was one aspect of the changes that may have been effective in eliminating the student's non-attendance, because, previously, the parents had been evasive about supporting their son's return to school.View full abstractDownload PDF (363K) -
Yusaku OMODAKA, Koichi TOYA2016 Volume 54 Issue 5 Pages 317-326
Published: 2016
Released on J-STAGE: February 01, 2019
JOURNAL FREE ACCESSThe purpose of the present study was to report case studies of 2 adults with autism spectrum disorder attending a psychiatric day hospital, from the point of view of the ICF (International Classification of Functioning, Disability and Health), in addition to examining an intervention for these patients. The participants (Case A and Case B) both had autism spectrum disorder and mental illness, with a history of suicidal behavior and low social adaptation. The vocational program included (a) vocational training, (b) social skill training (overall), (c) general meetings, and (d) individual meetings, as well as (e) social skill training (Case A only), (f) psychodrama (Case B only), and (g) psychological education in 3 small groups. The training was done from the viewpoint of the ICF. Both patients reported an improvement in how they related to other day-hospital users and to colleagues in the in-hospital internship, based on the awareness and learning that they had obtained in the social skill training and psychodrama. These results suggest that the point of view of ICF may have been effective in facilitating the social adaptation of these two adults, and also that medical care and social adaptation support may complement each other.View full abstractDownload PDF (421K)
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