The Japanese Journal of Special Education最新文献_第5页

Intervention for Teachers' Collaborative Practice: Case Study of “5-Minute Meetings” 教师协作实践的干预:以“五分钟会议”为例

The Japanese Journal of Special Education Pub Date : 2021-05-31 DOI: 10.6033/tokkyou.59.37

Yuta Miyano

引用次数: 0

Goal Orientation, Self-Regulation Strategies, and Job Satisfaction: Employed People With Intellectual Disabilities 目标导向、自我调节策略与职业智障人士的工作满意度

The Japanese Journal of Special Education Pub Date : 2021-05-31 DOI: 10.6033/tokkyou.59.11

Oyonbleg, Masayoshi Tsuge

{"title":"Goal Orientation, Self-Regulation Strategies, and Job Satisfaction: Employed People With Intellectual Disabilities","authors":"Oyonbleg, Masayoshi Tsuge","doi":"10.6033/tokkyou.59.11","DOIUrl":"https://doi.org/10.6033/tokkyou.59.11","url":null,"abstract":"Data were gathered from 95 people with intellectual disabilities in order to examine the relationship between goal orientation, self-regulation strategies in employment, and job satisfaction. As a result of factor analysis, “mastery-approach goal orientation” and “performance-approach goal orientation” were identifıed as goal orientation factors, whereas “extrin-sic satisfaction” and “intrinsic satisfaction” were job satisfaction factors. A path analysis showed the following: (a) “Flexible regulation” of meta-cognitive strategies specifıed behavior and environmental management strategies. (b) Regarding the relationship between goal orientation and self-regulation strategies in employment, mastery-approach goal orientation was correlated positively with “goal setting,” “flexible regulation,” and “task strategy,” and indirectly predicted behavior and environmental management strategies by mediating “flexible regulation.” (c) “Help seeking” and “task strategy” were correlated positively with job satisfaction. Moreover, except for the positive correlations with job satisfaction, it was shown that goal orientation may indirectly affect job satisfaction by these strategies. It was suggested that support for self-regulation strategies in employment may be important for improving the job satisfaction of people with intellectual disabilities.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122149272","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

How to Improve the Mental Health of Children With Autism Spectrum Disorder: Trends in Research Using Salivary Cortisol Secretions 如何改善自闭症谱系障碍儿童的心理健康:使用唾液皮质醇分泌物的研究趋势

The Japanese Journal of Special Education Pub Date : 2021-05-31 DOI: 10.6033/tokkyou.59.47

K. Oishi

引用次数: 0

Effects of Dohsa-Hou on Postural Stability, Performance on Direction Indication Tasks, and the Perception of Optical Flow: A Child With Cerebral Palsy Dohsa-Hou对脑瘫儿童体位稳定性、方向指示任务表现和光流感知的影响

The Japanese Journal of Special Education Pub Date : 2021-05-31 DOI: 10.6033/tokkyou.59.25

Akiko Kawamura, T. Hoshikawa

引用次数: 0

Explicit and Implicit Theory of Mind of Children Who Were Attending a Resource Room for Children With Emotional Disabilities: Children With and Without Traits Associated With Autism Spectrum Disorder (ASD) 参加情绪障碍儿童资源室的儿童的外显和内隐心理理论:有和没有自闭症谱系障碍(ASD)特征的儿童

The Japanese Journal of Special Education Pub Date : 2020-11-30 DOI: 10.6033/TOKKYOU.58.143

Kazue Nozawa, H. Fujino

{"title":"Explicit and Implicit Theory of Mind of Children Who Were Attending a Resource Room for Children With Emotional Disabilities: Children With and Without Traits Associated With Autism Spectrum Disorder (ASD)","authors":"Kazue Nozawa, H. Fujino","doi":"10.6033/TOKKYOU.58.143","DOIUrl":"https://doi.org/10.6033/TOKKYOU.58.143","url":null,"abstract":"The present study investigated the explicit and implicit theory of mind of children with developmental problems. The investigation focused on a comparison of the theory of mind of children with and without traits associated with autism spectrum disorder. The participants were 19 children in the fırst through sixth grades, who were attending a resource room for children with emotional disabilities in a public elementary school. An explicit false-belief task in the traditional form and an implicit false-belief task using an eye tracker were employed. The results showed that 17 of the children passed the explicit false-belief task. In the implicit false-belief task, the children with traits associated with autism spectrum disorder tended to look at inappropriate places longer than children without such traits did. They also tended not to look at the actor’s face. These results suggest that the children could pass the explicit false-belief task in a structured situation by using language, which is similar to the results reported by Senju et al. (2009). However, the children in the present study, especially those with traits associated with autism spectrum disorder, often did not spontaneously understand the other person’s state of mind.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128810146","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

Acquisition and Generalization of a Behavior Chain of a Daily Living Skill for an Adolescent With Autism Spectrum Disorder and Intellectual Disability: Use of Animation Self-Modeling 自闭症谱系障碍和智力残疾青少年日常生活技能行为链的习得和泛化:动画自我建模的应用

The Japanese Journal of Special Education Pub Date : 2020-11-30 DOI: 10.6033/TOKKYOU.58.187

Hiroaki Nishida, Shinya Yamamoto, S. Isawa

{"title":"Acquisition and Generalization of a Behavior Chain of a Daily Living Skill for an Adolescent With Autism Spectrum Disorder and Intellectual Disability: Use of Animation Self-Modeling","authors":"Hiroaki Nishida, Shinya Yamamoto, S. Isawa","doi":"10.6033/TOKKYOU.58.187","DOIUrl":"https://doi.org/10.6033/TOKKYOU.58.187","url":null,"abstract":"The purpose of the present study was to examine effects of Animation Self-Modeling on the acquisition and generalization of a long behavior chain of a daily living skill for a 15-year-old boy with autism spectrum disorder and intellectual disability whose developmental age (DA) was 5-7. The targeted daily living skill was his sweeping the entrance and veranda at his home by himself. The intervention was conducted in an environment simulating the entrance and veranda at his home. The research design was a multiple baseline design across settings that used in vivo modeling and Animation Self-Modeling as variables. Animation Self-Modeling, which is based on Video Self-Modeling, is characterized by the use of a frame advance and remove background, and the use of words and diagrams for emphasis. The results showed that Animation Self-Modeling was more effective than in vivo modeling, and also that it was effective for producing generalization to his home. Possible reasons for the effectiveness of Animation Self-Modeling in the acquisition and generalization of a behavior chain are discussed.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128611454","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

Effects of Auditory and Tactile Stimulus Presentation on the Manual and Heart-Rate Responses of a Youth With Severe Brain Disabilities 听觉和触觉刺激呈现对重度脑残障青年手反应和心率反应的影响

The Japanese Journal of Special Education Pub Date : 2020-08-31 DOI: 10.6033/TOKKYOU.58.117

Hikari Terajima, T. Yashima, Taichi Okumura, Masaaki Sato, Reiko Fujimura

{"title":"Effects of Auditory and Tactile Stimulus Presentation on the Manual and Heart-Rate Responses of a Youth With Severe Brain Disabilities","authors":"Hikari Terajima, T. Yashima, Taichi Okumura, Masaaki Sato, Reiko Fujimura","doi":"10.6033/TOKKYOU.58.117","DOIUrl":"https://doi.org/10.6033/TOKKYOU.58.117","url":null,"abstract":"126 ― The participant in the present study was a female student in her second year (11th grade) at a special education high school, who, as the result of an accident when she was in elementary school, had severe brain damage. Diagnoses had indicated that she had almost no vision, and that there was little possibility that her brainstem received auditory information. In addition, she had severe motor disabilities and trouble with spontaneous respiration and thermoregulation. The present study examined effects of the presentation of auditory and tactile stimuli on her manual and heart-rate responses, because if even minimal changes could be detected, she might have a basic means of communication. In the fırst 11 sessions, poetry was read aloud for 3 min, music was played for 4 min, her left foot and leg were massaged for 4 min, and fınally, music was combined with massage for 4 min. In the second 11 sessions, she was presented with poetry, music plus massage, music, and massage, in that order. The results showed that the mean frequency of her minimal manual responses increased during the presentation of music, massage, and music plus massage, and that the changes in the kind of stimulus presented were related to the changes in her heart rate. It is possible that she discriminated differences in the stimuli that were presented.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"39 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":"121916571","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

Teaching Eye Gaze in the Contexts of Requesting and Responding to Joint Attention: A Child With a Severe Intellectual Disability and Autism Spectrum Disorder (ASD) 请求与回应共同注意情境下的目光教学:重度智力障碍与自闭症谱系障碍(ASD)儿童

The Japanese Journal of Special Education Pub Date : 2020-08-31 DOI: 10.6033/TOKKYOU.58.97

Yasuhiko Aoki, F. Noro

引用次数: 0

Using Jiritsu Katsudo to Train a Youth With Severe Motor and Intellectual Disabilities to Roll Over: A Five-Year Case Study 用jititsu Katsudo训练一个有严重运动和智力障碍的青少年翻身:一个五年的案例研究

The Japanese Journal of Special Education Pub Date : 2020-05-31 DOI: 10.6033/TOKKYOU.58.57

T. Takeda

引用次数: 0

Group Contingencies as Support in a Regular Classroom That Included Children Who Needed Special Support: Comparison Between Independent and Interdependent Contingencies 在包括需要特殊支持的儿童的普通课堂中，群体偶然性作为支持:独立偶然性与相互依赖偶然性的比较

The Japanese Journal of Special Education Pub Date : 2020-05-31 DOI: 10.6033/TOKKYOU.58.23

H. Sekido, Mayumi Hattori

引用次数: 0