The Japanese Journal of Special Education最新文献

{"title":"Using Matching-to-Sample Tasks to Teach English Words to Two Japanese Students With Specific Learning Difficulties: Consideration of Their Cognitive Functions","authors":"Saya Kamioka, T. Kitaoka, Keita Suzuki","doi":"10.6033/TOKKYOU.58.47","DOIUrl":"https://doi.org/10.6033/TOKKYOU.58.47","url":null,"abstract":"(cid:633)(cid:633) The purpose of the present study was to examine effects of instruction that considered individual students’ cognitive functions on the students’ learning of English words. The participants were 2 Japanese students, student A (14 years old, junior high school) and student B (16 years old, high school), both of whom had specifıc diffıculties learning English. Their intellectual levels were below average and average, respectively, and their test results suggested cognitive weaknesses, specifıcally with planning ability and the visual analysis of details. On the other hand, student A’s cognitive strengths included working memory and successive processes, and student B’s, verbal comprehension and expression. The instruction focused on the reading and semantics of English words. Flash cards and matching-to-sample tasks were used to teach phonetic and semantic aspects of English words, respectively. Both instructional methods were constructed based on stimulus equivalence. The 2 participants were taught individually; the instruction sessions were held 10 times, once a week, for 20-40 minutes each time. Student A was taught 64 words; student B, 63. The effects of the instruction were evaluated with a 70-word English vocabulary test. The students took the English vocabulary test 3 times: before instruction (pre-test), immediately following completion of the 10 training sessions (post-test 1), and 4-7 months after instruction (post-test 2). On the pre-test, the students answered 8% and 10% of the items correctly, respectively, whereas on the post-test that they took immediately after the fınal instruction session, they answered 77% and 97% of the items correctly, respectively. Their performance on both post-tests showed great improvement compared with their pre-test scores. These results suggest the educational effectiveness of instruction that takes individual students’ cognitive function into account.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125890377","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}

{"title":"Understanding of Their Own Character Strengths by Late Adolescents and Adults With Autism Spectrum Disorder","authors":"Haruki Kocho","doi":"10.6033/TOKKYOU.57.207","DOIUrl":"https://doi.org/10.6033/TOKKYOU.57.207","url":null,"abstract":"The aim of the present study was to examine characteristics of the understanding of their own character strengths (CS) of late adolescents and adults with autism spectrum disorder (ASD) in comparison to typically developed (TD) people. Questionnaires were completed by 31 people with autism spectrum disorder (23 men, 8 women; ages late teens through 40s, average age 29.8 years) and/or their parents, and 167 typically developed people (104 men, 63 women; average age 22.9 years). It was confırmed that the character strength measurement scale could be applied to people with autism spectrum disorder. According to the relative ranking of 24 character strengths, the respondents with autism spectrum disorder recognized features such as gratitude, humility, and prudence relatively more than the typically developed respondents did. A two-way analysis of variance with disability and mental health as independent variables revealed that for the character strengths characterized by social relationships in which social skills were required, the scores of the respondents with autism spectrum disorder were signifıcantly lower than those of the typically developed respondents. On the other hand, no difference was found between the 2 groups’ scores on the character strengths characterized by emotional relationships, such as recognition of support resources. These data enable an identifıcation of strengths of people with autism spectrum disorder, which may contribute to enhanced support for people with autism spectrum disorder.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"80 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":"116975904","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}

{"title":"University Faculty Members' and Students' Awareness of the Need for Support for Students With Autism Spectrum Disorder Compared to Those With Physical Disabilities","authors":"Susumu Yokota, Y. Matsuzaki, Mari Tanaka","doi":"10.6033/TOKKYOU.57.233","DOIUrl":"https://doi.org/10.6033/TOKKYOU.57.233","url":null,"abstract":"― ― Recently, the number of university students with autism spectrum disorder (ASD) has been increasing. Although university administrators believe that reasonable accommodations should be made for these students, faculty members and other students have complained that these accommodations are unfair to them, making it diffıcult for accommodations to be introduced. It is not clear how aware other students and faculty members are of the need of students with autism spectrum disorder for such accommodations. The present study investigated students’ and faculty members’ acceptance of accommodations for students with autism spectrum disorder and the feasibility of such accommodations, compared to accommodations made for students with physical disabilities, such as those with visual impairments or those who are deaf or hard of hearing. In addition, the study investigated differences among the providers of the accommodations, including university administrators, faculty members, and other students. A questionnaire asking about the acceptance and feasibility of accommodations for students with disabilities was completed by 1,149 faculty members and 825 students at a university in Japan. The results indicated that the students were more accepting of accommodations provided for students with disabilities than the faculty members were. In response to questions specifıcally asking about accommodations for students with autism spectrum disorder, the faculty members reported higher acceptance and feasibility for changing the method of communica-tion in classes, whereas the students reported higher acceptance and feasibility for supports such as preparing the classroom environment and exchanging roles in group work. The discussion deals with the possibility that faculty members and students may play different roles in accommodations for students with autism spectrum disorder.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"61 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":"124562505","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}

{"title":"Developmental Trends in Visual Search Performance on a Cancellation Task With Various Numbers of Targets: Adults With Intellectual Disabilities, Typically Developed Children, and University Students","authors":"Ryotaro Saito, Y. Ikeda, H. Okuzumi, M. Kokubun","doi":"10.6033/TOKKYOU.57.219","DOIUrl":"https://doi.org/10.6033/TOKKYOU.57.219","url":null,"abstract":"― 232 ― The present study examined characteristics of the visual search performance of adults with intellectual disabilities on a cancellation task, and assessed developmental trends by comparing their performance with that of typically developed children and university students. From 55 adults with intellectual disabilities (average age 31.7 years; range 19 to 59 years; 38 men and 17 women), those with Down syndrome were excluded, leaving 26 participants with intellectual disabilities (17 men, 9 women; average IQ, 30.5, range 14 to 52; average MA, 62.8 months, range 32 to 110 months), 20 university students, and 198 typically developed children (101 boys, 97 girls; age range 3 to 12 years). Following instructions, the participants performed 3 types of cancellation tasks with 3 types of targets, and also completed a verbal cognitive test (Picture Vocabulary Test ― Revised) and a visuospatial cognitive test (Raven’s Colored Progressive Matrices Test). The results for the typically developed children and adults revealed 3 developmental stages: ages 3 to 6, 6 to 10, and 11 to adult. Differences were found between target type 1 and types 2 and 3 at all ages; some differences between target types 2 and 3 were observed in the typically developed individuals over 9 years old. A tendency found in the results from the typically developed children’s developmental trends on target types 1 and 2 was also found in the results from the participants with intellectual disabilities. No signifıcant correlations were found between mental age (MA) and any of the target types. However, a correlation was found between the data on cognitive function and the scores on Raven’s Colored Progressive Matrices Test in both the typically developed children and the participants with intellectual disabilities. The results suggest that differences may depend on memory load.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"1 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":"115344969","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}

{"title":"Effects of Dohsa-hou on Posture and Perception of Body Scale: Child With Physical Disabilities","authors":"A. Tarumi, T. Hoshikawa","doi":"10.6033/TOKKYOU.57.247","DOIUrl":"https://doi.org/10.6033/TOKKYOU.57.247","url":null,"abstract":"― ― The present study examined effects of Dohsa-hou (a Japanese psycho-rehabilitative program that includes mental and physical relaxation) on an individual’s posture, perception of body scale (size relative to the environment), and spatial cognition. The participant, a female fourth-grade student who was not able to stand or kneel unaided as a result of hereditary motor and sensory neuropathy, received 38 sessions of Dohsa-hou during a 15-month period. After those sessions, she could kneel unaided for 21 seconds, her standing posture became more upright, and her consciousness of her body became clearer. However, after Dohsa-hou, contrary to the authors’ expectations, the unit trajectory length measure of posture stability was longer than before, suggesting postural instability. Her perception of her body scale was measured by evaluation of her behavior, such as stepping over or passing under a bar. The boundary point between stepping over and passing under was 23 cm before the Dohsa-hou sessions, and 54 cm after. The standard deviation of the measurements also decreased, indicating that her judgment had become more stable. Her spatial cognition was measured by the block design subtest of the Wechsler Intelligence Scale for Children (WISC); after the training, her score increased by 13 raw points (2 scaled points). These results suggest that the Dohsa-hou sessions altered her self-awareness of her body, her movements, and her posture, as a consequence of which her relation to her self-environment system improved, as indicated by the improvement in her perception of her body scale.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"18 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":"125199607","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}

{"title":"Training a Child With Reading Difficulties to Read and Write Hiragana Yo-on Scripts","authors":"Hirofumi Imanaka","doi":"10.6033/tokkyou.57.167","DOIUrl":"https://doi.org/10.6033/tokkyou.57.167","url":null,"abstract":"","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122372976","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}

{"title":"Increasing the Use of Kanji Characters and Question-Asking Behavior by Giving Points and Feedback to Children in a Special Support Class","authors":"Masashi Kawamura","doi":"10.6033/tokkyou.57.179","DOIUrl":"https://doi.org/10.6033/tokkyou.57.179","url":null,"abstract":"","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131755568","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}

{"title":"Reading Style and the Text Comprehension of People Who Are Deaf or Hard of Hearing: Focusing on Oral Reading With Signed Japanese","authors":"Masashi Miyatani, Yukio Isaka","doi":"10.6033/tokkyou.57.159","DOIUrl":"https://doi.org/10.6033/tokkyou.57.159","url":null,"abstract":"The purpose of the present study was to examine effects of various style of reading on the text comprehension of people who are deaf or hard of hearing. In a preliminary study, participants ( N ＝ 32) completed a Reading Span Test (RST) in 3 ways: oral reading, silent reading with Signed Japanese (SJ), and oral reading with Signed Japanese. The results indicated that both silent and oral reading with Signed Japanese had lesser cognitive loads for people who are deaf or hard of hearing than did oral reading alone. In the main study, participants ( N ＝ 40) completed a Sentence Verifıcation Technique (SVT) task in 3 ways: oral reading, silent reading, and oral reading with Signed Japanese. The Sentence Verifıcation Technique assesses reading comprehension; it is reflective of the text processing levels proposed by Kintsch (1994). The scores were analyzed for each reading comprehension level. In oral reading with Signed Japanese, the participants’ scores were higher than in the other two reading techniques at a situational level as well as at a textual level. These results suggest that oral reading with Signed Japanese was not a high cognitive load for people who are deaf or hard of hearing who know both Japanese and either Japanese Sign Language or Signed Japanese, and that oral reading may be enhanced by both text memory and visual images. Moreover, it appeared that reading comprehension at the situational level was promoted when reading comprehension was also done at the textual level. Limitations of the present study include that the participants had full knowledge of both Japanese and either Japanese Sign Language or Signed Japanese, that oral reading with Signed Japanese was used with Signed Japanese only and not with Sign Language, and that the Sentence Verifıcation Technique testing was based on sixth-grade study aid books for reading comprehension only.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116855792","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}

{"title":"Assessing the Needs of Parents of Children With Autism Spectrum Disorder and Behavior Problems: Association With Parents' Sense of Coherence","authors":"Shoji Okamura, S. Isawa, H. Uno","doi":"10.6033/tokkyou.57.149","DOIUrl":"https://doi.org/10.6033/tokkyou.57.149","url":null,"abstract":"The aim of the present study was to assess the needs of parents of children with autism spectrum disorder (ASD) who have behavior problems. Participants, 104 parents raising children with autism spectrum disorder, completed the Japanese version of the Child Behavior Checklist (CBCL), and were divided into groups based on their responses and on their children’s level of intellectual disability. The families’ needs were measured using the Japanese version of the Family Needs Survey (FNS). The results of nonparametric tests indicated that the parents of children with autism spectrum disorder who had a high level of behavior problems had higher scores in all domains of the Family Needs Survey. The parents of children with autism spectrum disorder without intellectual disabilities who engaged in a high level of behavior problems had higher scores on the Family Needs Survey domain of “explaining to others”, compared to the parents of children with autism spectrum disorder who had a low level of behavior problems; that was correlated with the Family Needs Survey domains of “family and social support”. The parents were also divided into groups based on their responses to the Japanese version of the Child Behavior Checklist and the 29-item Sense of Coherence Scale (SOC-29). The results of nonparametric tests of those data indicated that the parents of children with autism spectrum disorder and a high level of behavior problems who had lower scores on “comprehensibility” had higher scores on the Family Needs Survey domains of “information” and “explaining to others”. The parents’ comprehensibility scores on the Sense of Coherence Scale were signifıcantly correlated with their scores on the Family Needs Survey domains of “information” and “explaining to others”, and to their total problem scores on the Child Behavior Checklist. These results confırm the importance of helping parents shape their knowledge about behavior problems, and of facilitating parents’ self-monitoring of their daily situation, in relation to stress reported by parents of children with autism spectrum disorder and a high level of behavior problems who have a lower level of comprehensibility.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127605609","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}

{"title":"Teaching Students With Disabilities: A Review","authors":"Kunihiro Okamoto","doi":"10.6033/tokkyou.57.189","DOIUrl":"https://doi.org/10.6033/tokkyou.57.189","url":null,"abstract":"","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133924654","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}