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Volume 55 (2017)
- Issue 5 Pages 249-
- Issue 4 Pages 189-
- Issue 3 Pages 123-
- Issue 2 Pages 63-
- Issue 1 Pages 1-
Volume 55, Issue 1
Displaying 1-5 of 5 articles from this issue
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Brief Notes
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Rimi NAKAMURA, Chikaho NAKA, Mito MEKARU, Toshihide KOIKE2017 Volume 55 Issue 1 Pages 1-13
Published: 2017
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study examined 2 factors considered to be causal in the basic skills involved when writing kanji: verbal memory and visual memory, in order to examine their role in extremely low achievement in writing kanji. The participants were 3,040 elementary school pupils from the 2nd through 6th grades. Tests for detecting parts of kanji characters, knowledge of kanji radicals, and the sequence of the strokes used to write kanji were used to evaluate the children's basic skills in writing kanji. A test of verbal memory and a test of visual memory for random shapes were administered in order to evaluate the pupils' memory. The results were as follows: (a) the children whose scores on the tests of writing kanji were below the 5th percentile made significantly more blank answers than the other children did; (b) those children who were judged by their teachers to need more accommodation when learning kanji scored in the 12th to 28th percentile; (c) those children who had difficulty in writing kanji (scores below the 5th percentile) as well as reading kanji (scores below the 10th percentile) had significant odds ratios for low performance on the tests of verbal memory and of kanji radicals (scores below the 10th percentile); (d) the odds ratios of the children who were judged by their teachers to need accommodation were lower than the scores of the children whose kanji writing test scores were below the 5th percentile; (e) the children who had difficulty only writing kanji had significant odds ratios for low performance on the tests of verbal memory and kanji radicals. Evaluation of possible causal factors in writing kanji, as well as supportive interventions to avoid any negative effects of causal factors, might be effective in decreasing children's difficulty in writing kanji.View full abstractDownload PDF (415K) -
Tsutomu KAMIYAMA, Kayo IWAMOTO, Kazusa WAKABAYASHI2017 Volume 55 Issue 1 Pages 15-24
Published: 2017
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present report reviewed articles about single-case experimental treatment designs for children with disabilities that were published through December 2016 in Japanese journals. The studies (N=287) that were selected were categorized in terms of the number of participants, the age of the participants, the participants' diagnoses, and the dependent variables. Criteria for designs that met the evidence standards of the What Works Clearinghouse were used to evaluate the studies. All of the studies reviewed reported that the independent variables had been manipulated systematically, and that the researchers had determined when and how the independent variable conditions were to be changed. Many studies reported inter-observer agreement of more than 80% on the average. All phases of the studies had a minimum of 3 data points. However, few studies reported inter-observer agreement for all phases or for at least 20% of the data points in each condition. Also, few studies included attempts to demonstrate effects of the intervention in at least 3 points of time or with at least 3 repetitions of the phases.View full abstractDownload PDF (324K)
Practical Research
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Mayu HATTORI, Hidenori SEKIDO2017 Volume 55 Issue 1 Pages 25-35
Published: 2017
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe inappropriate spitting by a boy with pervasive developmental disorders who was in the second grade of special needs classes at an elementary school had decreased in frequency; the intervention that had been used was based on a functional assessment. It had been hypothesized that his spitting had been a demand for attention. After the boy was given comprehensive support for about 6 months, his spitting had decreased dramatically. The present study examined whether his communication and interpersonal relationships in ordinary settings in school and at home changed after his spitting decreased, and whether his communication skills and interpersonal relationships in daily life had changed because of a “ripple effect” of his reduced spitting. It was found that, in conjunction with the decrease in spitting, the boy's communication and interpersonal relationships improved both during and outside of the special needs classes and at his home. These findings suggest that the support method used may have been appropriate. In addition, the findings agree with those of many other studies that a decrease in behavior problems and an increase in adaptive behavior are likely to help improve the lives of children with special needs and their families.View full abstractDownload PDF (701K) -
Masahiko ONO2017 Volume 55 Issue 1 Pages 37-46
Published: 2017
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSThe present study examined a comprehensive support approach for the behavior of a student with extended school non-attendance. Behavior assessment after he had returned to school was added in order to shape and maintain school attendance behavior. The participant was a 9th grade male student whose school non-attendance had continued for 5 years. His parents had supported his non-attendance and seemed overprotective; these appeared to be causal factors. In addition, while at home, he played games and read books; he was given supplementary instruction by a cram school. Furthermore, the school did not observe the Enforcement Regulations of the School Education Law. Because it was difficult to change the conditions at his school, the contents of the sessions aimed at shaping school attendance behavior included reducing his parents' acceptance of school evading, lifestyle modification, academic supplements, social skills training, and step-by-step shaping of school attendance behavior. After 16 sessions extending over 2.5 months, his school attendance behavior increased. After he returned to school, behavior assessment was implemented, and an additional 16 sessions were provided over 5 months, including guidance on learning and school absence. After that, his prognosis was good. The present study suggests that the comprehensive support approach for this junior high school student may have been effective in eliminating his extended school non-attendance.View full abstractDownload PDF (422K)
Current Topic
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Masaaki SATO2017 Volume 55 Issue 1 Pages 47-56
Published: 2017
Released on J-STAGE: March 19, 2019
JOURNAL FREE ACCESSBraille reading requires tactile processing, which is not merely a somatosensory activity, but rather a complex verbal activity. It also requires finger movements that are important for understanding the gist of the reading material. For the educational practice of teaching braille reading, research is needed on the legibility and readability of Japanese braille. Four experiments are described in which expert and beginner readers of Japanese braille read various braille materials, including 2-letter combinations, sets of words, pseudo-words, and non-words, and also a simple sentence and a short paragraph. The participants were braille readers who had visual ocular impairments. The results showed the complexity of tactile verbal processing from fast to slow finger movements, each of which facilitates verbal processing in different ways. The findings also suggest that active rhythmic lateral finger movements from left to right, which support whole-sentence reading, should be acquired in order to for an individual to become a proficient reader. The discussion deals with recent issues in the education of people with visual impairments, such as the applicability of the present information to braille readers who have not only visual impairments but also intellectual disabilities, and to braille readers who are dyslexic. Future research should examine the cognitive aspects of braille readers, especially with regard to tactile processing, in order to expand the theoretical basis for teaching braille reading.View full abstractDownload PDF (597K)
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