The Japanese Journal of Special Education最新文献_第7页

Teaching Street-Crossing Skills and Basic Pedestrian Skills to Children With Autistic Tendencies and Intellectual Disabilities 教有自闭症倾向及智障儿童过马路及基本行人技能

The Japanese Journal of Special Education Pub Date : 2019-07-31 DOI: 10.6033/tokkyou.57.127

M. Yoshioka

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Advocacy for the Education of Children With Disabilities by an American Professional Organization: Council for Exceptional Children 倡导残疾儿童的教育由美国专业组织:特殊儿童委员会

The Japanese Journal of Special Education Pub Date : 2019-07-31 DOI: 10.6033/tokkyou.57.117

Kozue Shimo

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Issues in Educational Goals and Objectives and the Curriculum at Special Needs Schools for Students With Intellectual Disabilities: Nationwide Survey 智障学生特殊需要学校教育目标与课程设置问题:全国调查

The Japanese Journal of Special Education Pub Date : 2019-07-31 DOI: 10.6033/tokkyou.57.95

M. Wada

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Providing Early Intervention at Schools for the Blind: Individual Factors Relating to Teacher Self-Effıcacy 在盲校提供早期干预:与教师有关的个人因素Self-Effıcacy

The Japanese Journal of Special Education Pub Date : 2019-07-31 DOI: 10.6033/tokkyou.57.105

Risa Nara, Daisuke Aiba, Hideyuki Kobayashi

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Difficulties and Needs of Students With Physical Disabilities in Enrolling in High School and Their High School Life: A Questionnaire Survey 肢体残疾学生高中入学困难与高中生活需求的问卷调查

The Japanese Journal of Special Education Pub Date : 2019-07-31 DOI: 10.6033/tokkyou.57.85

Y. Takano, Mayuko Izumi

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Development of an Assessment Method for Deciding on Interventions to Facilitate Choice Behavior: Children With Severe Intellectual Disabilities and Autism Spectrum Disorder 一种决定干预措施以促进选择行为的评估方法的发展:有严重智力障碍和自闭症谱系障碍的儿童

The Japanese Journal of Special Education Pub Date : 2019-05-31 DOI: 10.6033/tokkyou.57.25

Junki Usui, G. Sasaki, F. Noro

{"title":"Development of an Assessment Method for Deciding on Interventions to Facilitate Choice Behavior: Children With Severe Intellectual Disabilities and Autism Spectrum Disorder","authors":"Junki Usui, G. Sasaki, F. Noro","doi":"10.6033/tokkyou.57.25","DOIUrl":"https://doi.org/10.6033/tokkyou.57.25","url":null,"abstract":"― ― An assessment test was developed that could provide information for deciding what intervention methods to use with children with severe intellectual disabilities and autism spectrum disorder, in order to facilitate choice behavior; also, the predictive validity of the test was examined. Participants were 3 boys with severe intellectual disabilities and autism spectrum disorder (ages: 3 years 7 months; 6 years 0 months; 4 years 8 months) who were attending a child development support center. The choice test was composed of 2 reinforcers (snacks and toys) and 2 choice dimensions (tangible items and photographs). The assessment scored the number of choices (1 to 3) in order to classify whether a child’s diffıculty in making selections was because of the low reinforcer value of an item or because the child had not learned skills needed for discriminating objects of choice. After the choice assessment, the children were trained with discriminative stimulus procedures to develop skills needed for discriminating choice objects. Two of the children were taught to estimate the reinforcement value of an item through assessment of their preferences and a revision of the list of items. The choice behaviors of the 3 children increased after the choice assessment and intervention. These results suggest that the choice assessment test could predict each child’s diffıculty in making a choice and could be used to develop interventions that might be effective.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129149806","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

Recognition of Environmental Sounds by People Who Are Deaf or Hard of Hearing: A Review of Experimental Studies 聋人或重听人对环境声音的识别:实验研究综述

The Japanese Journal of Special Education Pub Date : 2019-05-31 DOI: 10.6033/tokkyou.57.69

K. Tabaru

{"title":"Recognition of Environmental Sounds by People Who Are Deaf or Hard of Hearing: A Review of Experimental Studies","authors":"K. Tabaru","doi":"10.6033/tokkyou.57.69","DOIUrl":"https://doi.org/10.6033/tokkyou.57.69","url":null,"abstract":"― 78 ― Recently, because of improved neonatal hearing screening and advances in the quality of hearing aids, the auditory abilities of people who are deaf or hard of hearing have changed, and as a result, interest in their recognition of environmental sounds has increased. The present article reviews issues raised by experimental research on environmental sound recognition by people who are deaf or hard of hearing. Previously published research has suggested that the hearing performance of people using hearing aids can be affected by their own level of hearing and by the spectro-temporal patterns of sounds in their environment. Spectro-temporal factors also affect the hearing of people who have cochlear implants. Moreover, people with a hearing level of 90 dB or more are considered to be suitable candidates for cochlear implantation so that they would become able to recognize sounds in their environment. On the other hand, some recent studies have indicated a new approach to assessing the cognitive process of recognizing environmental sounds in relation to 4 auditory function levels: detection, discrimination, identifıcation, and comprehension, and to assessing the utilization of contextual information in the recognition of environmental sounds. Taken together, these fındings suggest a similarity between the recognition of speech sounds and the recognition of environmental sounds, so that improving the ability to recognize environmental sounds should enable enhanced recognition of speech sounds. Further study should focus on the following: (a) examining the development of recognition of environmental sounds, (b) developing assessment batteries to measure the recognition of environmental sounds, (c) examining factors affecting variability in individual performances, and (d) developing learning methods to improve the recognition of environmental sounds.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132772450","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 Australian Curriculum: Including Students With Disabilities 澳大利亚课程:包括残疾学生

The Japanese Journal of Special Education Pub Date : 2019-05-31 DOI: 10.6033/tokkyou.57.49

S. Yamanaka

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Difficulties Faced by Teachers of Art Classes at Special Needs Schools: Results of a Nationwide Survey of Chief Art Teachers 特殊需要学校美术班教师面临的困难:一项全国美术首席教师调查结果

The Japanese Journal of Special Education Pub Date : 2019-05-31 DOI: 10.6033/tokkyou.57.13

S. Ikeda

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Training Staff Who Were Caring for Juvenile Delinquents With Special Needs in a Juvenile Training School: Training Focused on Applied Behavior Analysis 某少管所特殊需要少年犯看护人员的培训:以应用行为分析为重点的培训

The Japanese Journal of Special Education Pub Date : 2019-05-31 DOI: 10.6033/tokkyou.57.59

N. Fujiwara

引用次数: 0