Journal of Special Education Research最新文献_第3页

Effectiveness of a Tiered Model of a Family-Centered Parent Training for the Families of Children with Autism Spectrum Disorder 以家庭为中心的分层父母训练模式对自闭症谱系障碍儿童家庭的效果

Journal of Special Education Research Pub Date : 2020-02-29 DOI: 10.6033/SPECIALEDUCATION.8.41

T. Kamiyama, F. Noro

{"title":"Effectiveness of a Tiered Model of a Family-Centered Parent Training for the Families of Children with Autism Spectrum Disorder","authors":"T. Kamiyama, F. Noro","doi":"10.6033/SPECIALEDUCATION.8.41","DOIUrl":"https://doi.org/10.6033/SPECIALEDUCATION.8.41","url":null,"abstract":"This study evaluated the effectiveness of a tiered model of a family-centered parent training for the families of children with autism spectrum disorder. In Experiment 1, The researchers conducted a family-centered parent training using a group format, evaluated whether the target behaviors of children increased, and categorized their parents’ spontaneous anecdotal descriptions of relevant situations recorded on parent monitoring sheets as relating to the antecedent, behavior, consequence, or setting. In Experiment 2, we examined the effect of an individualized family-centered parent training for a family whose child’s target behavior had not improved in Experiment 1. Both parent training programs consisted of selecting target behaviors, developing parenting procedures that consisted of antecedent control and consequence control, and modifying the parenting procedures on the basis of the results. The results of Experiment 1 suggested that the target behaviors of seven children increased as a result of parent monitoring. Only one parent was unable to increase the target behavior of her child; however, during Experiment 2, the completion rate of the child for the steps involved in his target behavior increased. These findings have implications for a tiered model of a family-centered parent training.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132507842","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

Co-Occurring Disorders in Children Who Stutter: Analysis of Using the Japanese Checklist for Possible Cluttering 口吃儿童的共同发生障碍:使用日语检查表分析可能的混乱

Journal of Special Education Research Pub Date : 2020-02-29 DOI: 10.6033/SPECIALEDUCATION.8.53

Shoko Miyamoto

引用次数: 1

Effect of Different Methods of Presenting Drawings to Intellectually Disabled Adolescents in an Associative Word-Learning Task 不同绘画呈现方式对智障青少年联想单词学习任务的影响

Journal of Special Education Research Pub Date : 2019-08-31 DOI: 10.6033/specialeducation.8.21

Chie Miyadera

{"title":"Effect of Different Methods of Presenting Drawings to Intellectually Disabled Adolescents in an Associative Word-Learning Task","authors":"Chie Miyadera","doi":"10.6033/specialeducation.8.21","DOIUrl":"https://doi.org/10.6033/specialeducation.8.21","url":null,"abstract":"Most individuals with intellectual disabilities (ID) have difficulty learning languages. Several studies have reported that mental imagery can be a powerful tool for supporting word learning in individuals with ID. This study investigated the effect of presenting drawings in an associative word-learning task and assessed how memorization could be facilitated in adolescents with ID. In Study 1, 10 adolescents with ID and 30 normally developing children completed an associative word-learning task under articulatory-suppression and control conditions. The adolescents with ID tended to have more difficulty learning familiar word pairs than the children in fifth grade. In Study 2, five adolescents with ID participated; this procedure was similar to that of Study 1, except that two methods of presenting drawings were used before an associative word-learning task. The interactive means of presentation of the drawings facilitated memorization; thus, the interactive means of the presentation was more effective than the separate presentation. We suggested that drawings affect the activation of mental images to facilitate the memorization of word pairs.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122870331","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

School Refusal Behavior in Students with Intellectual Disabilities and Comorbid Disorders in Japan: A Brief Review 日本智力障碍和共病学生的拒学行为:简要回顾

Journal of Special Education Research Pub Date : 2019-08-31 DOI: 10.6033/SPECIALEDUCATION.8.31

E. Hong, A. Fujiwara, S. Sonoyama

{"title":"School Refusal Behavior in Students with Intellectual Disabilities and Comorbid Disorders in Japan: A Brief Review","authors":"E. Hong, A. Fujiwara, S. Sonoyama","doi":"10.6033/SPECIALEDUCATION.8.31","DOIUrl":"https://doi.org/10.6033/SPECIALEDUCATION.8.31","url":null,"abstract":"e global incidence of school refusal behavior among school-age individuals has increased dramatically. However, until now, relatively little attention has been paid to school-refusing individuals who have comorbid diagnoses of intellectual disability [ID]. To improve the understanding of school refusal behavior within individuals with ID and comorbid disorders, this paper presents a brief review of the literature on school refusal behavior and the status of our current understanding of this behavior among school-age students with ID and comorbid disorders. Ten studies are included in this review and are summarized in terms of (a) the participants’ characteristics (number, age, diagnosis, IQ), (b) therapeutic interventions (treatment, duration and frequency, implementer, setting), (c) target behaviors, and (d) outcomes. All 10 studies reported improvements in school refusal behaviors and other related symptoms in school-age individuals with ID and comorbid disorders. Further studies should be conducted to investigate whether a certain type of intervention approach can be established as an empirically supported treatment for school refusal behaviors in individuals with ID and comorbid disorders.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129132160","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: 1

A Survey of Truancy at Special School for Children with Intellectual Disability in Japan 日本智障儿童特殊学校逃学情况调查

Journal of Special Education Research Pub Date : 2019-08-31 DOI: 10.6033/SPECIALEDUCATION.8.1

Takanobu Sakai, Masayoshi Tsuge, Sae Kouchiyama, S. Sonoyama

{"title":"A Survey of Truancy at Special School for Children with Intellectual Disability in Japan","authors":"Takanobu Sakai, Masayoshi Tsuge, Sae Kouchiyama, S. Sonoyama","doi":"10.6033/SPECIALEDUCATION.8.1","DOIUrl":"https://doi.org/10.6033/SPECIALEDUCATION.8.1","url":null,"abstract":"e number of truant elementary and lower secondary school students in Japan may be as high as 120,000, and measures to manage these students are in place, such as the provision of school counselors. Numerous research papers on truancy have been published; however, little information is available on truant students at schools for special needs education, because few studies have been conducted on truancy and methods for supporting truant students at such schools. In this study, we conducted a questionnaire survey on truant students and invited the participation of all schools for special needs education (intellectual disabilities: ID) (which comprise the majority of all schools for special needs education in Japan). e percentage of schools with truant students tends to be smaller for schools for special needs education (ID) than for ordinary elementary and lower secondary schools. However, the percentage of truant students is higher at schools for special needs education (ID). e study shows that the causes of truancy at schools for special needs education (ID) are di erent from those at ordinary elementary and lower secondary schools; moreover, schools for special needs education (ID) typically have insufcient coordinated, in-school support mechanisms for truant students. ese results suggest that truancy at schools for special needs education (ID) is di erent than at ordinary schools, and this paper discusses the need to study the reality of the truancy of individual students and e ective methods for providing needed support.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124428456","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 Rate of Children with Selective Mutism in Kindergarten, Elementary School, and Lower Secondary School in Japan 日本选择性缄默症儿童在幼儿园、小学、初中的入学率

Journal of Special Education Research Pub Date : 2019-08-31 DOI: 10.6033/specialeducation.8.11

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

{"title":"Enrollment Rate of Children with Selective Mutism in Kindergarten, Elementary School, and Lower Secondary School in Japan","authors":"Hiroyuki Matsushita, Maiko Okumura, Takanobu Sakai, M. Shimoyama, S. Sonoyama","doi":"10.6033/specialeducation.8.11","DOIUrl":"https://doi.org/10.6033/specialeducation.8.11","url":null,"abstract":"Several studies have been conducted on the prevalence of selective mutism. However, the subjects and methods di er between these studies, and no uni ed perspective has been achieved. e 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. e 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-tofemale ratio=1 : 2.1). e enrollment rate by school type was the highest for kindergarten (0.66%) and slightly decreased for the higher stages of education. e 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 Fi h Edition diagnostic criteria for selective mutism were employed, and schoolteachers determined selective mutism based on the criteria. e school enrollment rate obtained in this study supports the results of other studies and provides new insights into selective mutism. e limitations of this study include an insu cient number of samples and a failure to ensure adequate interpretive skill on the part of the respondents.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123892252","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: 2

Causal Factors Involved in Kanji Word-Reading Difficulty in Japanese Elementary Second to Sixth Graders 小学二至六年级日语汉字阅读困难的成因分析

Journal of Special Education Research Pub Date : 2019-02-28 DOI: 10.6033/specialeducation.7.101

Chikaho Naka, Mito Mekaru, Satomi Iyonaga, H. Murohashi, T. Koike

引用次数: 0

The Social Identity of Adolescent Students with Low Vision during Interschool Interactions with Sighted Students: Voice and Symbolic Interaction 青少年弱视学生在校际互动中的社会认同:声音与符号互动

Journal of Special Education Research Pub Date : 2019-02-28 DOI: 10.6033/specialeducation.7.89

Yusuke Kusumi, T. Koike

{"title":"The Social Identity of Adolescent Students with Low Vision during Interschool Interactions with Sighted Students: Voice and Symbolic Interaction","authors":"Yusuke Kusumi, T. Koike","doi":"10.6033/specialeducation.7.89","DOIUrl":"https://doi.org/10.6033/specialeducation.7.89","url":null,"abstract":"is 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. rough 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. e 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 uctuated in comparison to sighted students. We argue that this identity destabilization is signi cant for LV students’ identity development, thus, making it imperative to discuss the quality of interschool interactions to create meaningful opportunities for LV students.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126694675","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

Contribution of the Incomplete Use of Macro-Rules to Reading Comprehension Difficulty in Japanese Fourth to Sixth Graders 宏观规则使用不完全对日语四至六年级阅读理解困难的影响

Journal of Special Education Research Pub Date : 2019-02-28 DOI: 10.6033/specialeducation.7.57

Mai Narita, Kazuha Sato, Chikaho Naka, Mito Mekaru, T. Koike

引用次数: 0

Brain Activity during Disfluent Speech with Delayed Auditory Feedback: A Functional Near-Infrared Spectroscopy Study 语音不流利伴延迟听觉反馈时的脑活动:功能性近红外光谱研究

Journal of Special Education Research Pub Date : 2019-02-28 DOI: 10.6033/specialeducation.7.69

Osamu Ishida, Takeshi Kono, Hisao Kobayashi

{"title":"Brain Activity during Disfluent Speech with Delayed Auditory Feedback: A Functional Near-Infrared Spectroscopy Study","authors":"Osamu Ishida, Takeshi Kono, Hisao Kobayashi","doi":"10.6033/specialeducation.7.69","DOIUrl":"https://doi.org/10.6033/specialeducation.7.69","url":null,"abstract":"Delayed auditory feedback (DAF) devices allow users to hear their own voice after a delay of several tenths to several hundredths of a second via speakers or earphones. In normal individuals, DAF produces disfluent speech, which is known as the DAF effect. In the present study, we used functional near-infrared spectroscopy (fNIRS) to evaluate the neural correlates of disfluent speech attributable to the DAF effect. Participants performed a reading-aloud task using long sentences during fNIRS under two conditions: Normal auditory feedback (NAF) and DAF. Oxygenated-hemoglobin was significantly increased in the bilateral superior temporal gyrus region during the DAF condition in comparison to the NAF condition. A larger effect was observed in the right superior temporal gyrus region. Furthermore, a positive correlation was found between the frequency of disfluent speech and activity in the right superior temporal gyrus region. Using NIRS may allow one to evaluate the non-fluency utterance of individuals, even in natural environments and conditions. Examining the cerebral blood flow changes may be employed as an indicator to identify speech disorders such as stuttering.","PeriodicalId":254073,"journal":{"name":"Journal of Special Education Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127253836","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: 2