- 著者
- Yuuya Nagai Toshihiko Hinobayashi Tadahiro Kanazawa
- 出版者
- THE JAPANESE ASSOCIATION OF SPECIAL EDUCATION
- 雑誌
- Journal of Special Education Research (ISSN:21875014)
- 巻号頁・発行日
- vol.6, no.1, pp.1-9, 2017-08-31 (Released:2018-02-28)
- 参考文献数
- 36
- 被引用文献数
- 2 4
We investigated the relationships between early social-communication behaviors and maladaptive behaviors in children with autism spectrum disorders (ASD). Fifty-three children with both intellectual disabilities and developmental disorders including ASD participated in the current study. The results of a stepwise multiple regression showed that frequency of initiating joint attention and rate of positive affect expression were independent negative predictors of internalizing problems; severity of ASD symptom and frequency of requests were positive predictors, and rate of positive affect expression was a negative predictor, of v-scale score for externalizing problems. These results demonstrated that different types of early social-communication behaviors influence different kinds of maladaptive behaviors in children with ASD. In particular, positive affect expression with communication was a negative predictor of both internalizing and externalizing problems. It is critical that we explore how maladaptive behaviors develop in children with ASD, with a particular focus on the development of early social-communication.
- 著者
- Yuuya Nagai Toshihiko Hinobayashi Tadahiro Kanazawa
- 出版者
- THE JAPANESE ASSOCIATION OF SPECIAL EDUCATION
- 雑誌
- Journal of Special Education Research (ISSN:21875014)
- 巻号頁・発行日
- vol.10, no.2, pp.69-81, 2022-02-28 (Released:2022-08-31)
- 参考文献数
- 38
The Picture Exchange Communication System (PECS) is a common training choice for non-verbal children with autism spectrum disorders (ASD). Thus, this study investigated whether Phases 1–3 of the PECS (which are relatively easy for children to master) promote the development of early social-communication behaviors among children with ASD. We assigned 43 children (mean chronological age=45.85 months) from the same child development support center into two groups: a PECS training group and a non-intervention (control) group. The training group received PECS (Phases 1–3) training once a week for 24 weeks at the university associated with the authors. Their early social-communication behaviors were evaluated by using behavioral observations and eye-tracking experiments during the pre- and post-training phases. Results showed that most of the early social-communication behaviors in the PECS training group were observed more frequently during the post-phase than the pre-phase, while the control group did not show any differences between the phases. These findings suggest that PECS training (Phases 1–3) can facilitate early social-communication behaviors in children with ASD.