The Japanese Journal of Special Education最新文献_第9页

Effects of Behavioral Consultation Training That Included Interpersonal Skills: Acquisition of Consultation Skills and Evaluation of Consultants' Effectiveness 包含人际关系技巧的行为咨询训练的效果:咨询技巧的习得与咨询师效能的评估

The Japanese Journal of Special Education Pub Date : 2018-12-31 DOI: 10.6033/tokkyou.56.219

T. Waki, K. Suto, K. Oishi

{"title":"Effects of Behavioral Consultation Training That Included Interpersonal Skills: Acquisition of Consultation Skills and Evaluation of Consultants' Effectiveness","authors":"T. Waki, K. Suto, K. Oishi","doi":"10.6033/tokkyou.56.219","DOIUrl":"https://doi.org/10.6033/tokkyou.56.219","url":null,"abstract":"― 230 ― In the present study, 2 graduate students (23 and 24 years old) without prior experience in consultation were trained in behavioral consultation. The students were assigned cases with consultees who presented fıctitious cases, and interviewed the consultees once every 2 months for about 1 year. The consultation training program included reading related literature, live modeling of appropriate behavior, performance feedback, and video self-monitoring plus feedback. A quasi-experimental design was employed to evaluate changes in behavior consultation skills and interpersonal skills in a role-play situation, using a consultant evaluation questionnaire designed by the fırst author. In addition, after the conclusion of the consultation, the consultees rated their satisfaction with the graduate students’ performance. The results suggested that this consultation training program may have been effective for improving the students’ behavioral consultation skills and interpersonal skills. The consultees’ ratings of consumer satisfaction were also favorable. It appeared that the performance feedback and the video self-monitoring plus feedback were especially effective aspects of the training program, in terms of the acquisition of consultation skills and the consultees’ evaluations. On the other hand, differences in the effects of the training between the 2 students were also observed. That suggests that somewhat more customized training might be more effective. A limitation of the present study was the small number of participants. Further research should include more participants.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124799873","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

Background Factors Associated With Poor Scores in Reading Alphabetic Letters: Elementary School Students 与小学学生字母阅读成绩差有关的背景因素

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.65

Satomi Iyonaga, Hoko Oyama, Mai Narita, Mito Mekaru, Chikaho Naka

{"title":"Background Factors Associated With Poor Scores in Reading Alphabetic Letters: Elementary School Students","authors":"Satomi Iyonaga, Hoko Oyama, Mai Narita, Mito Mekaru, Chikaho Naka","doi":"10.6033/tokkyou.56.65","DOIUrl":"https://doi.org/10.6033/tokkyou.56.65","url":null,"abstract":"― 76 ― The present study examined background factors associated with children’s poor scores on a test of achievement in learning to read alphabetic letters (in Japanese, romaji ). The participants were 1,763 elementary school students in the third to sixth grades. The data were analyzed using chi-square automatic interaction detection (CHAID). The results suggested that the distribution of the students’ scores on the test of achievement of reading letters was associated most closely to their having scores below the 5th to 10th percentile on an achievement test of reading kanji. Signifıcantly fewer than expected children in the 3rd and 4th grades were found to have low scores on the kanji-reading test, as well as poor scores on a test of reading alphabetic letters that had resonant sounds and special mora. Background factors found to be associated with these score patterns were low scores on a test of reading hiragana syllables, a test of fluent searching of words written in hiragana, and a verbal working memory test. Fewer than expected children in the 5th and 6th grades were found to have typical scores on the kanji reading test and poor scores on reading words with special mora that were written in alphabetic letters. Background factors found to be associated with these score patterns of the 5th grade children were low scores on the test of fluent searching of words written in hiragana and on the verbal working memory test, whereas the background factor found to be associated with these score patterns of the 6th grade children was low scores on the verbal working memory test. On the basis of these results, the discussion suggests that facilitating fluent conversion of written syllables and letters to sounds, visual sight vocabulary, and verbal working memory might be effective when teaching children to read alphabetic letters.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124000628","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

Inherent Requirements for University Course Completion:A Survey Examining the Process of Providing Reasonable Accommodations for Students With Disabilities at Universities in Australia 大学课程完成的内在要求:对澳大利亚大学为残疾学生提供合理住宿过程的调查

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.157

G. Sasaki, K. Tabaru, Yoichi Gomi, Masumi Aoki, Hisae Miyauchi, S. Okazaki, F. Noro, K. Takeda

{"title":"Inherent Requirements for University Course Completion:A Survey Examining the Process of Providing Reasonable Accommodations for Students With Disabilities at Universities in Australia","authors":"G. Sasaki, K. Tabaru, Yoichi Gomi, Masumi Aoki, Hisae Miyauchi, S. Okazaki, F. Noro, K. Takeda","doi":"10.6033/tokkyou.56.157","DOIUrl":"https://doi.org/10.6033/tokkyou.56.157","url":null,"abstract":"The inherent requirements for completing a university course are the abilities, knowledge, and skills that students need in order to complete the course. It is important that reasonable accommodations be made for students with disabilities, without compromising the inherent and necessary objectives, content, and functions of education for all. For the present study, after multiple Internet searches, quantitative content analyses were conducted on the descriptions of inherent requirements for course completion in the websites of Australian universities. More than 80% of the universities included in the searches had policies that described the inherent requirements for courses and the process for providing reasonable adjustments. Additionally, at some universities, details regarding the inherent requirements had been developed for courses in human health services, such as nursing. Quantitative content analysis revealed that the inherent requirements did not include auditory or motor skills in several courses of study. These results suggest that when Japanese institutions of higher education are considering reasonable accommodations for students with disabilities, it may be useful to clarify the objectives, content, and functions of education with reference to the inherent requirements for course completion that have been specifıed at some universities in Australia.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125904038","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

Evaluation of Writing by Students With Hearing Impairments:Relationship Between Grade Taught and Teachers' Experience 听力障碍学生写作评价:年级教学与教师经验的关系

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.135

Akira Shinkai, Takashi Sawa

引用次数: 0

A Dynamic Systems Approach to Early Language Learning:A Review Focusing on Interventions for Children With Developmental Language Disorders 早期语言学习的动态系统方法:对发展性语言障碍儿童干预的综述

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.95

T. Koyama

引用次数: 0

Examination of the Implementation of Mastery Learning in Remedial Reading Activities: Program for Students With Low Reading Ability in Chicago in the 1970s 掌握学习在补习阅读活动中的实施检验:1970年代芝加哥低阅读能力学生计划

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.77

Taku Murayama

{"title":"Examination of the Implementation of Mastery Learning in Remedial Reading Activities: Program for Students With Low Reading Ability in Chicago in the 1970s","authors":"Taku Murayama","doi":"10.6033/tokkyou.56.77","DOIUrl":"https://doi.org/10.6033/tokkyou.56.77","url":null,"abstract":"86 The present paper reports a theoretical analysis of the implementation of Mastery Learning in elementary school reading instruction in Chicago in the latter half of the 1970s, focusing especially on remediation of reading or remedial activities relating to reading for pupils with learning diffıculties and educational needs. The implementation of Mastery Learning in the Chicago Public Schools had 2 main features: implementation of the method in teaching reading and citywide implementation, despite Chicago’s having a very large population. A Mastery Learning concept and system that had been proposed by Bloom was implemented by the Chicago Board of Education, which had teaching materials constructed that teachers could use in remedial reading activities, so that usual activities and enrichment activities could be conducted in the same classroom. The Chicago Mastery Reading Project included the conceptual emergence of special treatment for pupils with educational needs and learning delays. However, the program was criticized because of the increased number of students who had to participate in the supplemental study in order to graduate and enter high school, and high school students’ low achievement in reading. The project seems to have had some limitations, in that Mastery Learning did not function fully in the Chicago school system, the students who had participated in the project had a low level of achievement, and the teachers were given no flexibility in the use of the Mastery Learning teaching materials.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"296 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127212857","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

Development of a Competency-Based Scale to Assess Expertise of Orientation and Mobility Specialists in Long-Cane Training 以能力为基础的量表来评估长手杖训练中定向和移动专家的专业知识

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.147

Kimiko Wazumi, Toshikazu Yamamoto, Y. Hamada

{"title":"Development of a Competency-Based Scale to Assess Expertise of Orientation and Mobility Specialists in Long-Cane Training","authors":"Kimiko Wazumi, Toshikazu Yamamoto, Y. Hamada","doi":"10.6033/tokkyou.56.147","DOIUrl":"https://doi.org/10.6033/tokkyou.56.147","url":null,"abstract":"― 156 ― In the present study, a competency-based assessment scale was developed to evaluate the expertise of orientation and mobility (O&M) specialists in long-cane training. In Survey 1, 2 O&M specialists developed a 45-item questionnaire, based on fındings by Horiuchi et al. (2008, in Japanese) that had suggested 3 viewpoints for long-cane training as part of the expertise of O&M specialists, and the resulting questionnaire was mailed to O&M specialists. Factor analyses, performed on the data obtained from 101 respondents, revealed that the questionnaire had 3 subscales, each of which was comprised of 10 items. The 3 factors were competency to utilize environmental cues to help individuals with visual impairments and blindness walk (factor 1), competency to evaluate the walking ability of individuals with visual impairments and blindness (factor 2), and competency to instruct individuals with visual impairments and blindness appropriate techniques considering their walking ability to environmental cues (factor 3). Cronbach’s α ranged from 0.86 to 0.91, showing high reliability. In Survey 2, in order to validate the scale, the O&M specialists’ data from Survey 1 were classifıed into 3 groups in relation to the length of each individual’s career as an O&M specialist: beginners (5 years or fewer), “pre-matured” (6 to 10 years), and matured (11 years or more). Correlations between length of career as an O&M specialist and the subscale scores ranged from low to moderate. An analysis of variance indicated that the “pre-matured” group’s scores were signifıcantly higher than the scores of the beginner group on factor 2, and the scores of the matured specialists were signifıcantly higher than the beginners’ scores on factor 3. The discussion deals with the reliability and validity of the scale.","PeriodicalId":353508,"journal":{"name":"The Japanese Journal of Special Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128526737","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

Behavioral Consultation to Promote Class-Wide Support for a Regular Elementary School Teacher 行为咨询促进小学普通教师全班级支持

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.169

Kazuaki Mori, Shoji Okamura

引用次数: 0

Using 3D Printers to Create Teaching Materials and Support Tools for Children With Physical Disabilities 使用3D打印机为身体残疾儿童创建教材和支持工具

The Japanese Journal of Special Education Pub Date : 2018-07-31 DOI: 10.6033/tokkyou.56.105

K. Nishimura

引用次数: 0

Schoolwide Positive Behavior Support for Junior High School Students With Intellectual Disabilities 初中智障学生的全校积极行为支持

The Japanese Journal of Special Education Pub Date : 2018-05-31 DOI: 10.6033/tokkyou.56.21

Daisuke Nagatomi

引用次数: 0