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

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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

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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.

著者

Hiroyuki Matsushita Maiko Okumura Takanobu Sakai Mae Shimoyama Shigeki Sonoyama

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.8, no.1, pp.11-19, 2019-08-31 (Released:2020-02-29)

参考文献数

23

被引用文献数

1 2

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Several studies have been conducted on the prevalence of selective mutism. However, the subjects and methods differ between these studies, and no unified perspective has been achieved. The purpose of this study was to conduct a systematic investigation by school type and grade level of children with selective mutism enrolled in kindergarten, elementary school, and lower secondary school in Japan and to evaluate the prevalence of selective mutism. The overall enrollment rate for children with selective mutism, in a total of 73 public kindergartens and elementary and lower secondary schools was found to be 0.21%, with more female than male students (male-to-female ratio=1 : 2.1). The enrollment rate by school type was the highest for kindergarten (0.66%) and slightly decreased for the higher stages of education. The percentage of schools where any children with selective mutism were enrolled (called the school enrollment rate) was 39.7% for all schools and gradually increased from kindergarten to lower secondary school (at 46.7%). In this study, the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition diagnostic criteria for selective mutism were employed, and schoolteachers determined selective mutism based on the criteria. The school enrollment rate obtained in this study supports the results of other studies and provides new insights into selective mutism. The limitations of this study include an insufficient number of samples and a failure to ensure adequate interpretive skill on the part of the respondents.

著者

Eriko Mizuno Naoya Osugi Haruo Sakuma Tomohiro Shibata

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.2, no.1, pp.35-41, 2013-08-30 (Released:2014-05-09)

参考文献数

21

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Individuals with Down syndrome (DS) are known to have poor verbal faculties, and numerous studies have shown impaired verbal short-term memory (STM). In this study, we examine whether long-term training in music can enhance the digit span of verbal STM among individuals with DS. Four musically trained and four untrained individuals with DS and eight typically developed (TD) persons participated in the experiment, where they were asked to recite digit strings (from 2 to 5 digits) that were uttered by a vocaloid, i.e. a vocal synthesizer, and the number of trials they could recall correctly was scored. TD participants could recall almost all digit strings correctly. The musically trained DS (MDS) group has significantly higher score from the 2-digits to 4-digits string test than the untrained DS (UDS) group. The results show that long-term music training can enhance the verbal STM of individuals with DS.

著者

Yusuke Kusumi Takayuki Koike

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.7, no.2, pp.89-100, 2019-02-28 (Released:2019-08-31)

参考文献数

46

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This paper discusses the social identity of high school students with low vision (LV) during an interschool interaction. We adopted symbolic interactionism as a theoretical perspective to clarify how both LV and sighted students’ awareness and social identities develop mutually in their interactions. We videotaped a one-day interschool interaction between groups of students with and without visual impairment. Subsequently, we conducted stimulated recall interviews with nine LV and 13 sighted participants. Through interpretative phenomenological analysis, we extracted three themes: the ambiguity of actual identity, the uneasiness and devaluation LV students feel, and the roles of supporter and learner of knowledge about disability. The results revealed that the LV students’ actual identities during the interaction were not simply those of impaired beings who were always supported by others. Furthermore, their virtual and actual identities fluctuated in comparison to sighted students. We argue that this identity destabilization is significant for LV students’ identity development, thus, making it imperative to discuss the quality of interschool interactions to create meaningful opportunities for LV students.

著者

Maiko Okumura Shigeki Sonoyama

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.3, no.2, pp.55-64, 2015 (Released:2016-01-31)

参考文献数

19

被引用文献数

1 2

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A person with selective mutism (SM) in adolescence sometimes reveals group adaptation difficulties such as school absenteeism, as well as other associated psychopathological symptoms such as depression; and thus their condition is typically highly complex. In this study, a high school student with SM, who experienced associated symptoms of school absenteeism, social anxiety, and depression besides suppression of speech and movement, was given feedback on voice volume after reading aloud and subjected to an in vivo exposure technique. In the voice volume feedback, as a result, the student's voice volume improved by 10 dB compared to the beginning of the study and became loud enough to be easily heard. In addition, anxiety scores on speech and activity decreased, and the number of responses to the counselors increased. However, the treatment cannot be considered adequate since the student spoke only in a low voice and less frequently even after the treatment. Nonetheless, recovery from SM in adolescence is deemed difficult; thus, the intervention introduced in this study may be inferred to have had measurably positive effects.

著者

Hiroyuki Matsushita Maiko Okumura Takanobu Sakai Mae Shimoyama Shigeki Sonoyama

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.9, no.1, pp.23-34, 2020-08-31 (Released:2021-02-28)

参考文献数

21

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Previous studies have not fully identified the areas in which children with selective mutism face difficulties in school and the support they are given. A survey was conducted in this study among teachers serving at different tiers of education (kindergarten, elementary, and lower secondary school) to ascertain the teachers’ views on the extent of the difficulties children with selective mutism face in-school activities, and their views on the in-school support the children require. What the difficulties faced by children with selective mutism generally have in common is that they occur during activities and in settings requiring speech based on the results of this study. However, individual differences are also shown, particularly in elementary and lower secondary schools. Indications are that support systems involving coordination inside and outside of schools are required and are presently inadequate. Better systems will be required in the future, including the use of special needs education coordinators and the assignment of experts with high levels of expertise. In addition, encouraging understanding among classmates is an effective step despite the difficulties involved, and the development of such programs should be sought. These show that support is required to provide places where children with selective mutism can feel comfortable.

著者

Ryotaro Saito Yoshifumi Ikeda Hideyuki Okuzumi Mitsuru Kokubun

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.2, pp.81-89, 2018-02-28 (Released:2018-08-31)

参考文献数

32

被引用文献数

2

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People with attention-deficit/hyperactivity disorder (ADHD) are reportedly more prone to injury, especially nonfatal injuries such as sprains and strains of joints and adjacent muscles. However, the reasons underlying the increased incidence of injuries remain unclear. This preliminary study was conducted to elucidate attention mechanisms under circumstances that demand both visual search and walking, and those mechanisms’ relation to ADHD tendency in young adults. For this study, 30 young adults performed a walking cancellation task (involving visual search and walking) and a pointing cancellation task (involving visual search). Each task had two conditions manipulated for difficulty in terms of the target-to-distractor (TD) ratio. Results showed that (a) cancelling efficiency of the walking cancellation task was lower, (b) cancelling efficiency with a smaller TD ratio was remarkably lower in the walking cancellation task, and (c) ADHD tendency was correlated with cancelling efficiency only in the more difficult condition of the walking cancellation task. These results suggest that a threshold exists for attention demand, beyond which performance deteriorates extraordinarily when engaging in visual searches while walking.

著者

OKUMURA Maiko SONOYAMA Shigeki

出版者

一般社団法人 日本特殊教育学会

雑誌

Journal of Special Education Research (ISSN:21875014)

巻号頁・発行日

vol.3, no.2, pp.55-64, 2015

被引用文献数

2

---

A person with selective mutism (SM) in adolescence sometimes reveals group adaptation difficulties such as school absenteeism, as well as other associated psychopathological symptoms such as depression; and thus their condition is typically highly complex. In this study, a high school student with SM, who experienced associated symptoms of school absenteeism, social anxiety, and depression besides suppression of speech and movement, was given feedback on voice volume after reading aloud and subjected to an in vivo exposure technique. In the voice volume feedback, as a result, the students voice volume improved by 10 dB compared to the beginning of the study and became loud enough to be easily heard. In addition, anxiety scores on speech and activity decreased, and the number of responses to the counselors increased. However, the treatment cannot be considered adequate since the student spoke only in a low voice and less frequently even after the treatment. Nonetheless, recovery from SM in adolescence is deemed difficult; thus, the intervention introduced in this study may be inferred to have had measurably positive effects.

著者

OKUMURA Maiko SONOYAMA Shigeki

出版者

一般社団法人 日本特殊教育学会

雑誌

Journal of Special Education Research (ISSN:21875014)

巻号頁・発行日

vol.3, no.2, pp.55-64, 2015

被引用文献数

2

---

A person with selective mutism (SM) in adolescence sometimes reveals group adaptation difficulties such as school absenteeism, as well as other associated psychopathological symptoms such as depression; and thus their condition is typically highly complex. In this study, a high school student with SM, who experienced associated symptoms of school absenteeism, social anxiety, and depression besides suppression of speech and movement, was given feedback on voice volume after reading aloud and subjected to an in vivo exposure technique. In the voice volume feedback, as a result, the student's voice volume improved by 10 dB compared to the beginning of the study and became loud enough to be easily heard. In addition, anxiety scores on speech and activity decreased, and the number of responses to the counselors increased. However, the treatment cannot be considered adequate since the student spoke only in a low voice and less frequently even after the treatment. Nonetheless, recovery from SM in adolescence is deemed difficult; thus, the intervention introduced in this study may be inferred to have had measurably positive effects.

著者

YANAI Tomonori MAEKAWA Hisao

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.2, no.1, pp.25-33, 2018

被引用文献数

2

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Inhibition of automatic semantic processing was examined in children who have high functioning-pervasive developmental disorders (HF-PDD) with or without reading difficulty and in typically developing children. In Experiment 1, lexical decision tasks were conducted under three priming conditions: (1) normal character condition, (2) transposed-letter internal nonwords condition, and (3) transposed-letter external nonwords condition. The results indicated that all participants displayed semantic priming under the normal and transposed-letter internal nonwords condition, whereas semantic priming was not observed under the transposed-letter external nonwords condition. In Experiment 2, speed-reading was conducted under normal, transposed-letter internal nonwords, transposed-letter external nonwords condition, and nonword conditions. The results indicated that HF-PDD students with reading difficulty showed low reading scores under the nonword condition. Moreover, their reading score under the transposed-letter internal nonwords condition declined more than that under the nonword condition. The above results indicate that students with HF-PDD and reading difficulty have problems in conducting bottom-up processing while inhibiting top-down processing, when automatically generated semantic processing interferes with the processing conducted through the phonological route.