Journal of Special Education Research最新文献_第2页

Evaluation of Persuasive Writing by Deaf and Hard of Hearing Students: Impression Ratings and Related Linguistic Information 聋人及重听学生说服性写作评价:印象评分及相关语言信息

Journal of Special Education Research Pub Date : 2022-02-28 DOI: 10.6033/specialeducation.10.55

Akira Shinkai, Takashi Sawa, Masashi Hayashida

引用次数: 0

Effects of the Picture Exchange Communication System on Early Social-Communication Behaviors in Children with Autism Spectrum Disorders 图片交换沟通系统对自闭症谱系障碍儿童早期社会沟通行为的影响

Journal of Special Education Research Pub Date : 2022-02-28 DOI: 10.6033/specialeducation.10.69

Yuuya Nagai, T. Hinobayashi, T. Kanazawa

{"title":"Effects of the Picture Exchange Communication System on Early Social-Communication Behaviors in Children with Autism Spectrum Disorders","authors":"Yuuya Nagai, T. Hinobayashi, T. Kanazawa","doi":"10.6033/specialeducation.10.69","DOIUrl":"https://doi.org/10.6033/specialeducation.10.69","url":null,"abstract":"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.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126572189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Support Services for Students with Visual Impairments Offered by Inclusive Higher Education Institutions in China 中国全纳高等教育机构为视障学生提供的支持服务

Journal of Special Education Research Pub Date : 2022-02-28 DOI: 10.6033/specialeducation.10.83

Xin Wang, K. Takeda

引用次数: 0

Cooperative Learning Through Art-Based Activities by Students with Hearing Disabilities Studying Abroad 海外听障学生艺术化合作学习活动

Journal of Special Education Research Pub Date : 2021-08-31 DOI: 10.6033/specialeducation.10.19

Satoshi Ikeda

引用次数: 0

Teachers’ Beliefs About Literacy Teaching in Japanese Elementary Schools from the Perspective of Special Needs Education 特殊需要教育视域下日本小学教师对识字教学的信念

Journal of Special Education Research Pub Date : 2021-08-31 DOI: 10.6033/specialeducation.10.1

Chie Miyadera

引用次数: 0

Relationship Between Salivary Alpha-Amylase Activity and Self-Rated Anxiety Among School Non-Attendance Junior High School Students with Social Anxiety Disorder or Autism Spectrum Disorder 社交焦虑障碍或自闭症谱系障碍初中失学学生唾液α -淀粉酶活性与自评焦虑的关系

Journal of Special Education Research Pub Date : 2021-08-31 DOI: 10.6033/specialeducation.10.11

T. Inagaki

{"title":"Relationship Between Salivary Alpha-Amylase Activity and Self-Rated Anxiety Among School Non-Attendance Junior High School Students with Social Anxiety Disorder or Autism Spectrum Disorder","authors":"T. Inagaki","doi":"10.6033/specialeducation.10.11","DOIUrl":"https://doi.org/10.6033/specialeducation.10.11","url":null,"abstract":"Students in special needs education schools with a record of non-attendance may suffer significant mental problems. The salivary alpha-amylase (sAA) levels of such students were measured to evaluate their autonomic nervous system (ANS) function because sAA levels are known to rise as psychological stress is exacerbated. Furthermore, the relationship between psychological anxiety and ANS function (sAA levels) among school students with social anxiety disorder (SAD) or autism spectrum disorder (ASD) with a record of school non-attendance was examined. The subjects included junior high school students with SAD ( n = 33) or ASD ( n = 17) and age-matched healthy controls ( n = 69). We assessed the subjects’ sAA levels and State-Trait Anxiety Index (STAI) scores to evaluate their psychiatric states. The sAA levels of the SAD and ASD groups were significantly higher than those of the control group. Both the SAD and ASD groups exhibited significantly higher STAI scores than the control group. The results revealed that junior high school students with SAD or ASD exhibit high levels of sAA and anxiety symptoms. Because sAA measurements can be obtained easily and quickly, they may be beneficial for evaluating the psychological stress of school students in special needs education with a record of school non-attendance.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124139549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enrollment of Children with Autism and Approaches to Them at Special Needs Schools (Intellectual Disability) in Japan 日本特殊需要学校(智障)自闭症儿童的入学情况及处理方法

Journal of Special Education Research Pub Date : 2020-08-31 DOI: 10.6033/SPECIALEDUCATION.9.11

A. Yanagisawa, Heebok Lee

{"title":"Enrollment of Children with Autism and Approaches to Them at Special Needs Schools (Intellectual Disability) in Japan","authors":"A. Yanagisawa, Heebok Lee","doi":"10.6033/SPECIALEDUCATION.9.11","DOIUrl":"https://doi.org/10.6033/SPECIALEDUCATION.9.11","url":null,"abstract":"This study aims (1) to investigate the enrollment of children with autism and (2) to clarify the situation of approaches to them at each department in special needs schools (intellectual disability). Data were collected by a postal survey ( n = 490). Compared with the survey in 2004, this study indicated that the enrollment of children with autism was significantly more at the lower secondary and the upper secondary departments. Their degree of intellectual disability was more severe with progression of departments. On the other hand, autistic children with mild intellectual disability were significantly more at the upper secondary departments. We considered the approaches to children with autism at each department. Based on the characteristics of autism, all departments arranged teaching environment. The most common response was “Children with autism can calmly spend time at their schools.” This finding indicated that teachers of each department realized the importance of less anxiety for children with autism. The physical structure was actively conducted at the elementary departments, but structured environment was eased at the upper secondary departments.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127542873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Cognitive Function of Deception in Children with Autism Spectrum Disorder 自闭症谱系障碍儿童欺骗的认知功能

Journal of Special Education Research Pub Date : 2020-08-31 DOI: 10.6033/SPECIALEDUCATION.9.1

Susumu Yokota, Mari Tanaka

引用次数: 2

Difficulties Faced by Children with Selective Mutism in Schools and Support Thereof 选择性缄默症学童在学校所面对的困难及支援

Journal of Special Education Research Pub Date : 2020-08-01 DOI: 10.6033/SPECIALEDUCATION.9.23

Hiroyuki Matsushita, Maiko Okumura, Takanobu Sakai, M. Shimoyama, S. Sonoyama

{"title":"Difficulties Faced by Children with Selective Mutism in Schools and Support Thereof","authors":"Hiroyuki Matsushita, Maiko Okumura, Takanobu Sakai, M. Shimoyama, S. Sonoyama","doi":"10.6033/SPECIALEDUCATION.9.23","DOIUrl":"https://doi.org/10.6033/SPECIALEDUCATION.9.23","url":null,"abstract":"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.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122064327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Trends and Issues in the Self-Esteem of Individuals with Autism Spectrum Disorder 自闭症谱系障碍个体自尊的趋势与问题

Journal of Special Education Research Pub Date : 2020-02-29 DOI: 10.6033/SPECIALEDUCATION.8.63

Shuhei Ogawa, M. Kojima

引用次数: 0