2 0 0 0 保育預かり初期のストレスとSIDS危険因子の関係について
1 0 0 0 OA 通常学級における集団随伴性が着席行動に及ぼす効果
- 著者
- 中村 徳子 大場 千智
- 出版者
- 昭和女子大学近代文化研究所
- 雑誌
- 学苑 = Gakuen (ISSN:13480103)
- 巻号頁・発行日
- no.908, pp.2-8, 2016-06-01
The authors examined the effect of interdependent group-oriented contingencies on sitting behaviors of elementary students at the beginning of the regular classes. The study was conducted in a 2nd-grade classroom of a public elementary school. Participants were 25 children(14 boys, 11 girls). The target behavior was described as follows: “I will sit down as soon as the chime rings.” The authors observed and recorded 42 sessions including the first 1-17 baseline phase, the following 18-34 intervention phase, and the final 35-42 follow-up phase. After the 17th session, the target behavior was set for all the children for sessions 18-34, and the class teacher announced that a medal sticker with a popular cartoon character would be attached to the class goal poster each time they all sat down as soon as the chime rang, and promised that when they achieved this 15 times, a fun event would be held as a reward. All through the intervention period the frequency of sitting behavior increased and the completion time was shortened. Application of interdependent group-oriented contingencies was effective in improving the sitting behavior of the children.
- 著者
- 石井 正子 中村 徳子 Ishii Masako Nakamura Noriko 昭和女子大学初等教育学科 昭和女子大学初等教育学科
- 出版者
- 光葉会
- 雑誌
- 學苑 = GAKUEN (ISSN:13480103)
- 巻号頁・発行日
- vol.860, pp.82-97, 2012-06-01
Abstract In this paper, we review the literature regarding the education of autistic children, summarize information obtained from an inspection of educational facilities for autistic children in the United States, and point out possible problems in the treatment of autistic children. Various educational programs for autistic children, including ABA(Applied Behavior Analysis), TEACCH(Treatment and Education of Autistic and related Communication handicapped Children), and DIR(The Developmental, Individual Difference, Relationship-Based model), were developed in America, and that they are effective has been confirmed. For children aged 3-21 with disabilities, the federal government provides appropriate public education free of charge, as is guaranteed in the Individuals with Disabilities Education Act. However, parents of autistic children are required to have specialized knowledge about their child's disabilities and rehabilitation, and to have the ability to effectively take advantage of social resources. We also consider the question of whether too much emphasis is placed on educational programs tailored to individual students at the expense of the possible beneficial effects of mass education.