Updated on 2024/10/18

写真a

 
OTAKE Yoshihisa
 
Organization
Faculty of Education Professor
Position
Professor
External link

Degree

  • Doctor of Philosophy (Special Education) ( 2000.5   University of Illinois at Urbana-Champaign )

  • Doctor of Philosophy(Special Education) ( 2000.4 )

Research Areas

  • Others / Others

Education

  • University of Illinois   College of Education   Special Education

    1995.8 - 2000.5

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    Country： United States

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Papers

  • A Japanese-United States Faculty-Led Study Abroad Program for Special Education Teacher Preparation

    OHTAKE, Yoshihisa, CHEATHAM, Gregory, TANJI, Takayuki

    Center for Teacher Education and Development, Okayama University   10   165 - 181   2019.3

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    Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)  

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  • Applying Video Hero Modelling and Praising to Transition-related Behaviours "Needing Development' Exhibited by Students with Down Syndrome: A Preliminary Investigation Reviewed

    Ohtake Yoshihisa, Hatano Mika

    INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION   65 ( 6 )   664 - 677   2018

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  • Using a hero as a model in video instruction to improve the academic performance of a student with autism spectrum disorder: A case study.

    Yoshihisa Ohtake

    The Bulletin of Graduate School of Education at Okayama University   161 ( 161 )   17 - 23   2016

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    Language：English   Publishing type：Research paper (bulletin of university, research institution)  

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    Other Link： http://ousar.lib.okayama-u.ac.jp/54228

  • Using an Animated Cartoon Hero in Video Instruction to Improve Bathroom-Related Skills of a Student with Autism Spectrum Disorder Reviewed

    Yoshihisa Ohtake, Ayaka Takahashi, Kentaro Watanabe

    EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES   50 ( 3 )   343 - 355   2015.9

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：COUNCIL EXCEPTIONAL CHILDREN  

    The present study investigated the effectiveness of video hero modeling (VHM) for building four bathroom-related behaviors of an elementary-aged student with autism spectrum disorder. In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero with which the participant was preoccupied and an adult who pretended he was the hero appeared in the bathroom. While the adult (whose head was not shown in the film) engaged in the target behavior, the animated cartoon hero explained that the adult was hero and showed how the student had to behave. A multiple baseline across behaviors demonstrated that VHM interventions contributed to improving the four target behaviors. However, for one target behavior, the video hero praising (VHF) intervention seemed necessary to evoke a correct response in a stable manner.

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  • Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder: A Pilot Study Reviewed

    Yoshihisa Ohtake

    INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION   62 ( 4 )   363 - 378   2015.7

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    The present pilot study investigated the impact of video hero modelling (VHM) on the daily living skills of an elementary-aged student with autism spectrum disorder. The VHM, in which a character much admired by the student exhibited a correct response, was shown to the participant immediately before the situation where he needed to exhibit the target behaviours. Results of a multiple-probe design across three behaviours showed that each of the three target behaviours improved only when the VHM was introduced. In addition, the participant and his teachers demonstrated positive attitudes toward the use of VHM. However, the teachers hesitated to develop the VHM by themselves due to the perceived complexity of the development process and time constraints.

    DOI： 10.1080/1034912X.2015.1027179

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  • Effects of Video Self-Modeling on Eliminating Public Undressing by Elementary-Aged Students with Developmental Disabilities During Urination Reviewed

    Yoshihisa Ohtake, Ai Takeuchi, Kentaro Watanabe

    EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES   49 ( 1 )   32 - 44   2014.3

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：COUNCIL EXCEPTIONAL CHILDREN  

    This study investigated the effectiveness of video self-modeling (VSM) for eliminating the public undressing of two elementary-aged students with developmental disabilities during urination. A multiple-probe design across participants revealed that the degree of exposed body parts decreased immediately after introduction of VSM. However, exposure of buttocks was not eliminated for one student until a component of hero modeling was added to the VSM. The mechanism of eliminating public undressing by use of VSM and video self and hero modeling is discussed within a framework of motivating operation.

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  • Effects of Video Self-modelling Interventions on Reducing Task Avoidance Behaviours of Students with Autism Spectrum Disorders Reviewed

    Yoshihisa Ohtake, Masae Kawai, Ai Takeuchi, Kimiko Utsumi

    INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION   60 ( 3 )   225 - 241   2013.9

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    This study investigated the effects of video self-modelling (VSM) on reducing task avoidance behaviours of four elementary-aged students with autism spectrum disorders. A multiple-probe design across participants showed that the performance of two of the four participants was positively changed immediately after the VSM interventions were implemented. The performance of one participant did not change positively until the original VSM was modified. The performance of another participant was not improved even after the modified VSM was implemented. In addition, improved attentiveness to the video did not necessarily lead to positive effects of the VSM interventions.

    DOI： 10.1080/1034912X.2013.812186

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  • Repair Strategies Used by Verbal Students With Autism During Free Play Reviewed

    Yoshihisa Ohtake, Michael L. Wehmeyer, Akitaka Nakaya, Shoji Takahashi, Masafumi Yanagihara

    FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES   26 ( 1 )   3 - 14   2011.3

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：SAGE PUBLICATIONS INC  

    This study assessed the repair strategies used by verbal students with autism (N = 12) when faced with verbal requests for clarification, gestural requests, not attending and not responding, and wrong responses. Data were collected in request contexts contrived by the communication partner during free play. The results indicated that most of the students repaired more than 80% of the communication breakdowns. In addition, they tended to choose communication forms that reflected the social meaning of the breakdown. However, they were likely to rely on unconventional forms when they faced wrong response breakdowns.

    DOI： 10.1177/1088357610396079

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  • Enabling a Prelinguistic Communicator with Autism to Use Picture Card as a Strategy for Repairing Listener Misunderstandings: A Case Study Reviewed

    Yoshihisa Ohtake, Michael Wehmeyer, Naomi Uchida, Akitaka Nakaya, Masafumi Yanagihara

    EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES   45 ( 3 )   410 - 421   2010.9

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：COUNCIL EXCEPTIONAL CHILDREN  

    The purpose of this case study was to examine the effects of a time-delay prompting procedure on the acquisition of skills for repairing multiple listener misunderstandings. A prelinguistic student with autism was taught to use picture cards as a strategy to repair listener misunderstandings in a setting where the student had to ask the listener to pick up a pen to paint a TV logo that was one of his preoccupations. The listener intentionally provided the student a pen with non-preferred attributions (brand, color, or size) to provide the student opportunities to repair the communication breakdown. The type and number of attributions misunderstood by the listener in a communication episode changed as the student met the predetermined criterion. Results of a changing-criterion design demonstrated that the intervention was effective in enabling the student to use picture cards in a way that took into consideration which attributions the listener misunderstood.

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  • Improving the Manners of a Student with Autism: The effects of manipulating perspective holders in Social Stories - A pilot study Reviewed

    Shingo Okada, Yoshihisa Ohtake, Masafumi Yanagihara

    INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION   57 ( 2 )   207 - 219   2010

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD  

    This pilot study investigated the impact of manipulating the value of perspective sentences on improving the manners of a student with autism spectrum disorders. Three types of perspective sentences (sentences held by unknown persons, those held by familiar persons, and those held by the most preferred person) were alternately added to a Social Story to determine which perspective sentences were the most effective in improving the student's head and elbow positions during sitting at morning circle and lunch. Results indicated that the effectiveness of a Social Story did not seem to depend on whose perspectives the story used. Findings suggest that depicting only the perspectives of the most preferred person in the story may not be sufficiently powerful to change behaviours.

    DOI： 10.1080/10349121003750927

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  • Effects of perspective sentences in Social Stories (TM) on improving the adaptive behaviors of students with autism spectrum disorders and related disabilities Reviewed

    Shingo Okada, Yoshihisa Ohtake, Masafumi Yanagihara

    EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES   43 ( 1 )   46 - 60   2008.3

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：COUNCIL EXCEPTIONAL CHILDREN  

    This study examined the effects of adding perspective sentences to Social Stories (TM) on improving the adaptive behaviors of students with autism spectrum disorders (ASD) and related disabilities. In Study 1, two students with ASD read two different types of Social Stories: Social Story without perspective sentences (SS without PS) and Social Story with perspective sentences (SS with PS). ABC or ABCA designs were used, with an SS without PS presented in the B phase and an SS with PS presented in the C phase. A visual inspection revealed that Social Stories were likely to be effective in reducing inappropriate behaviors even without perspective sentences. In addition, adding perspective sentences appeared to have no impact on further improving the target behaviors. In Study 2, a perspective sentence was added, characterized as specific, valuable, and contingent to a Social Story in the SS with PS condition. An AA'BA'CA' design was utilized, with a permanent visual step poster in the A' phase, an SS without PS in the B phase, and an SS with PS in the C phase for a student diagnosed with attention deficit hyperactivity disorder. A visual inspection revealed that adding a perspective sentence to a Social Story contributed to further improvement of the target behavior. Based on these findings component and parametric analyses on Social Stories are recommended in future research.

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Books

  • 現代世界の生涯教育

    *大竹喜久（アメリカ合衆国における障害者教育：援助就労サービスにみる生涯「学習」保障）

    大学教育出版  2002.4 

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    Responsible for pages：179-189  

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MISC

  • Analyzing the Relationship Between the Function of a Hero as a Social Reinforcer and the Effectiveness of a Video Intervention Using the Hero as a Model

    高橋 彩, 大竹 喜久

    研究集録   ( 167 )   11 - 20   2018

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

    本研究では，知的障害特別支援学校中学部に在籍する２名の生徒を対象として，ヒーロー（特別な興味の対象）の社会的好子としての効力とビデオヒーローモデリング（VHM）の効果との関連性について検討した。まず，担任教師への面接および質問紙調査によってそれぞれの生徒のヒーローを特定した。次に，任意の課題場面においてヒーローによる称賛を非随伴的に提示し，課題遂行率の変化を測定することでヒーローの社会的好子としての機能を確かめた。その後，日常生活場面から選定された標的行動に対してVHMを実施した。その結果，どちらの生徒についてもヒーローの社会的好子としての効力が確かめられたにもかかわらず，１名の生徒にはVHMによる行動改善が観察された一方で，もう１名の生徒の行動改善は限定的であった。ヒーローからの称賛が好子として機能するとしても，そのことが必ずしもVHMによる介入効果を予想するものではないことが示唆された。

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  • Using VB-MAPP and Peer Support to Teach Social-Communication to Students with Autism Spectrum Disorder : A Field Study in Two Elementary Schools, Missouri, United States of America

    丹治 敬之, 大竹 喜久

    研究集録   166 ( 166 )   53 - 62   2017

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

    本研究は，アメリカ合衆国ミズーリ州の小学校における自閉スペクトラム症（以下，ASD）児に対する社会的コミュニケーション指導実践の現地調査を行った。現地の教育実践から，VB-MAPP，及びピアサポートをどのように活用しながら社会的コミュニケーション指導を展開しているのかを調査し，それらを効果的に活用する上でどのような点を考慮すべきかを導き出すことを目的とした。結果，VB-MAPPの活用では，児童の実態把握と指導目標の決定，既学習挿入手続きとプロンプト方略を活用した個別指導の展開，個別指導で学習した知識・技能を他の環境下（例：遊び場面）で指導する又は使用させる工夫，の３点が導出された。ピアサポートの活用では，ASD児の興味関心を活かした関わり，ピアの受容的態度や共同的働きかけ，ピアとASD児をつなぐ教員のファシリテーション，の３点が見出された。最後に，VB-MAPPは学習目標の共有化と学習内容の組織化を促す１つの方法であり，学びの連続性を志向するためのツールとして，ピアサポートはインクルージョンを実現する１つの方法であり，障害のある子も，障害のない子も共に学ぶための方法として，今後の展開が期待されることを考察した。

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  • Motivating a Student With Autism Spectrum Disorder to Participate in Morning Exercises : Effects of Video-Based Interventions Incorporating Special Interests

    高橋 彩, 大竹 喜久

    行動分析学研究 = Japanese journal of behavior analysis   31 ( 2 )   132 - 143   2017

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    Language：Japanese   Publisher：日本行動分析学会  

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  • Motivating a Student With Autism Spectrum Disorder to Participate in Morning Exercises: Effects of Video-Based Interventions Incorporating Special Interests

    TAKAHASHI AYAKA, OHTAKE YOSHIHISA

    Japanese Journal of Behavior Analysis   31 ( 2 )   132 - 143   2017

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    Language：Japanese   Publisher：The Japanese Association for Behavior Analysis  

    <p><i>Study objective</i>: The present study investigated effects of video-based interventions incorporating a student's interests. <i>Design</i>: Multiple baseline design across target behaviors. <i>Participant</i>: A 7-year-old male student with autism spectrum disorder. <i>Setting</i>: 4 types of morning exercises in the playground of the participant's school. <i>Intervention</i>: In video hero modeling (VHM), the participant's hero served as a model engaging in the target behaviors. In video self-and-hero modeling (VSHM), the hero engaged in the target behaviors with the participant and praised him. The participant watched the video immediately before the target behaviors needed to be exhibited. <i>Measure</i>: The participation rate or level was measured for each of the target behaviors. <i>Results</i>: The first and second behaviors improved after video hero modeling was introduced. These behaviors became stable after video self-and-hero modeling was introduced. The remaining behaviors improved without introducing video hero modeling, when the performance of the first behavior was stable at its highest level. <i>Conclusion</i>: Further research is needed to replicate the experiment and to elucidate factors contributing to its effectiveness.</p>

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  • The Effects of Video Self-Modeling on Improving Stretching Postures of a Student with Autism Spectrum Disorder

    松下 泰将, 大竹 喜久

    岡山大学教師教育開発センター紀要   6   49 - 58   2016.3

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    Language：Japanese   Publisher：岡山大学教師教育開発センター  

    本研究では，自閉症スペクトラム障害のある生徒に対して，ストレッチ時の姿勢改善のためにビデオセルフモデリング（VSM）による指導を実施し，その効果を検証した。実験デザインとしては，ストレッチを構成する4つの姿勢（「伸展」「前屈」「捻転」「側屈」）間の多層ベースラインデザインを用いた。さらに，「伸展」については反転デザインを合わせて用いた。その結果，「伸展」と「前屈」で，VSM 導入直後の行動変容が確認された。また，「伸展」では，VSM の導入と除去，再導入のいずれにおいても行動変容が確認された。「捻転」については，VSM のみでは行動変容が確認されず，リハーサルと視覚的明示を追加する中で初めて行動変容が確認された。「側屈」では，それらの方略を加えても行動に変容が見られなかった。標的行動間でVSMの効果に差が認められたことについて，日常生活におけるこれら4種類の体操姿勢の使用頻度の違いの視点で考察された。

    DOI： 10.18926/CTED/54020

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  • Effects of Video-Self Modeling with Hero-Instruction : A Case Analysis of Hand-Drying Behavior of an Elementary-Aged Student with Autism Spectrum Disorder

    高橋 彩, 大竹 喜久

    研究集録   ( 163 )   31 - 37   2016

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

    本研究では，知的障害特別支援学校小学部に在籍する１名の自閉症スペクトラム障害児を対象として，対象児にとってのヒーローが標的行動を解説するビデオセルフモデリング（VSM）を用いた介入の効果を検討した。標的行動は「トイレで手を洗った後に自発的にポケットからハンカチを出し，手を拭く行動」であり，対象児はトイレに行く直前にビデオを視聴した。その結果，ビデオ単体での効果は現れず，ハンカチの所在を可視化する透明なウエストポーチや視覚的リマインダーを併用することによって行動が若干改善された。ヒーローを活用したVSMの効果に関与する要因として，言語能力，ヒーローと自身の同一行動に対する内在的な強化力の有無を取り上げ，考察を試みた。

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  • A Program to Improve Social Skills and Interpersonal Skills for High School Students in Blue Valley School District, Kansas State, America

    丹治 敬之, 大竹 喜久, 長谷 雄也, 松岡 佑奈, 眞利 結子, 中村 茉結, 向井 美沙希

    研究集録   ( 162 )   79 - 87   2016

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

    本研究では，すでに長年にわたって専門的で組織的に展開している，米国カンザス州ブルーバレー学区の高校におけるソーシャルスキルの授業について，①生徒の日常生活に必要なソーシャルスキルを育てるための指導内容の工夫，②障害のある生徒と障害のない生徒の交流及び共同学習を促すための工夫，の観点から分析した。①については，日常生活で直面する問題が題材とされていたこと，学習されたスキルを日常生活全般に渡って使う機会が設定されていたこと，さらには，その使用について振り返りをする時間が授業の中に組み込まれていたこと，の３つが見いだされた。②については，障害のある生徒も障害のない生徒も同じ目標と内容を共有できるようにしていたこと，仲間意識や連帯感の形成過程を視覚的に示すようにしていたこと，互いに支え合う関係を築くことができるような活動を設定していたこと，ピアサポーター育成を授業の中に組み入れていたこと，の４つが導き出された。以上の点は，今後のわが国の高校におけるソーシャルスキルの授業に示唆を与えるものであると考えられた。

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  • Utilizing Video Self-Modeling and Video Hero Modeling to Increase Task Engagement of an Elementary-Aged Student with Autism Spectrum Disorder

    大竹 喜久, 高橋 彩, 竹内 愛, 渡部 健太郎, 濱田 敏子

    研究集録   ( 155 )   13 - 22   2014

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

    本研究では，集中して着替えに取り組むことが難しい一人の知的障害のある自閉症スペクトラム障害児に対して，３種類のビデオモデリング技法を順次適用し，どの技法がもっとも着替え従事率の上昇をもたらすかを検討した。用いられた技法は，①本人が着替えに取り組むビデオを着替えに先立ち視聴させる技法，②本人が着替えの競争でヒーローに勝つビデオを着替えに先立ち視聴させる技法，③ヒーローが着替えに取り組むビデオを着替えの最中に視聴させる技法の３つであった。ABACADA デザインを用いてこれら３つの介入効果を比較した結果，③の技法のみに効果が確認された。

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  • A review of the Literature on Social Stories(TM) for children with developmertal disabilities

    岡田 信吾, 大竹 喜久, 柳原 正文

    岡山大学大学院教育学研究科研究集録   141   11 - 28   2009.6

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

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  • Effects of describing consequences in Social Stories on improving the eye contact of a student with autism

    岡田 信吾, 大竹 喜久, 柳原 正文

    Journal for the science of schooling   ( 10 )   69 - 80   2009.3

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    Language：Japanese   Publisher：兵庫教育大学大学院連合学校教育学研究科  

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  • A review of the literature on social stories for children with developmental disabilities

    岡田 信吾, 大竹 喜久, 柳原 正文

    Bulletin of Graduate School of Education, Okayama University   ( 141 )   11 - 28   2009

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

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  • Non-contingent reinforcement as a treatment for problem behaviors in the natural contexts of a special needs school.

    138 ( 1 )   45 - 54   2008.6

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  • Effects of perspective sentences in Social Stories (TM) on improving the adaptive behaviors of students with autism spectrum disorders and related disabilities

    Shingo Okada, Yoshihisa Ohtake, Masafumi Yanagihara

    EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES   43 ( 1 )   46 - 60   2008.3

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    Language：English   Publisher：COUNCIL EXCEPTIONAL CHILDREN  

    This study examined the effects of adding perspective sentences to Social Stories (TM) on improving the adaptive behaviors of students with autism spectrum disorders (ASD) and related disabilities. In Study 1, two students with ASD read two different types of Social Stories: Social Story without perspective sentences (SS without PS) and Social Story with perspective sentences (SS with PS). ABC or ABCA designs were used, with an SS without PS presented in the B phase and an SS with PS presented in the C phase. A visual inspection revealed that Social Stories were likely to be effective in reducing inappropriate behaviors even without perspective sentences. In addition, adding perspective sentences appeared to have no impact on further improving the target behaviors. In Study 2, a perspective sentence was added, characterized as specific, valuable, and contingent to a Social Story in the SS with PS condition. An AA'BA'CA' design was utilized, with a permanent visual step poster in the A' phase, an SS without PS in the B phase, and an SS with PS in the C phase for a student diagnosed with attention deficit hyperactivity disorder. A visual inspection revealed that adding a perspective sentence to a Social Story contributed to further improvement of the target behavior. Based on these findings component and parametric analyses on Social Stories are recommended in future research.

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  • Non-contingent reinforcement as a treatment for problem behaviors in the natural contexts of a special needs school

    岡田 信吾, 大竹 喜久, 柳原 正文

    Bulletin of Graduate School of Education, Okayama University   ( 138 )   45 - 54   2008

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    Language：Japanese   Publisher：岡山大学大学院教育学研究科  

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  • 就労のカスタム化--重度障害者の一般就労を促進する新たな概念・方略

    大竹 喜久, 西 幸代, 三好 美津子

    岡山大学教育学部研究集録   ( 132 )   49 - 56   2006

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    Language：Japanese   Publisher：岡山大学教育学部  

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  • P2-16 The Effects of Social Stories on Improving Social Behaviors of a Student with Autism Spectrum Disorders

    OKADA Shingo, OHTAKE Yoshihisa, YANAGIHARA Msafumi, FUZITA Tsugumiti

    ( 24 )   108 - 108   2006

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  • Repair Strategies Used by Elementary-Age Beginning Communicators With Autism: A Preliminary Descriptive Study

    Yoshihisa Ohtake, Masafumi Yanagihara, Akitaka Nakaya, Shoji Takahashi, Etsuko Sato, Minoru Tanaka

    Focus on Autism and Other Developmental Disabilities   20   158 - 168   2005.1

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    This descriptive study extends previous studies on communication repairs by (a) involving elementary-age children With autism Who are prelinguistic to emergent one-Word communicators and (b) examining repair strategies in terms of the relationships betWeen the conventionality and functionality of communication forms and the type of breakdoWn. Communication initiations and repairs emitted by three students With autism Were observed in natural settings in Which communication breakdoWns Were intentionally introduced. The students repaired almost all the breakdoWns regardless of type. Furthermore, they repaired communication breakdoWns effectively by adding semantic categories. They Were likely to adjust their repair strategies according to the social meaning of “Without attention.” When they repaired communication breakdoWns by modifications, they Were more likely to use less-conventional forms. The results are discussed in relation to interventions in communication competence. © 2005, Sage Publications. All rights reserved.

    DOI： 10.1177/10883576050200030401

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  • 食べ物において強迫行為を示す自閉症児に対する認知プロセスアプローチ

    大竹 喜久, 内田 直美, 仲矢 明孝

    岡山大学教育学部研究集録   ( 130 )   77 - 85   2005

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  • 一般就労を果たしている知的障害者のやりとり参加に関する実態分析―職場環境との関連性に焦点をあてて―

    大野呂浩志, 大竹喜久, 柳原正文, 藤井聡尚

    特殊教育学研究   42 ( 2 )   85 - 95   2004.7

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    Language：Japanese   Publisher：The Japanese Association of Special Education  

    We investigated the type and frequency of social interactions between 11 workers with mild to moderate mental retardation and their co-workers in competitive workplaces. In addition, we analyzed the type of co-worker stimuli before and after the responses of the workers with developmental disabilities. These measures were analyzed in relation to work-related and non-work-related contexts. The results suggested that at the start of the work day and during the lunch break, the workers with developmental disabilities participated in social interactions more frequently than did their co-workers without disabilities. Although the stimuli presented by the co-workers were diverse, the workers with disabilities responded appropriately to them. The co-workers responded appropriately to conversational stimuli from the workers with developmental disabilities.

    DOI： 10.6033/tokkyou.42.85

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  • Contextual Variables and Social Interactions Between Workers With Intellectual Disabilities and Co-Workers Without Disabilities : Japanese Competitive Employment Settings

    OHNORO Koji, OHTAKE Yoshihisa, YANAGIHARA Masafumi, FUJII Toshitaka

    The Japanese Journal of Special Education   42 ( 2 )   85 - 95   2004

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    Language：Japanese   Publisher：The Japanese Association of Special Education  

    We investigated the type and frequency of social interactions between 11 workers with mild to moderate mental retardation and their co-workers in competitive workplaces. In addition, we analyzed the type of co-worker stimuli before and after the responses of the workers with developmental disabilities. These measures were analyzed in relation to work-related and non-work-related contexts. The results suggested that at the start of the work day and during the lunch break, the workers with developmental disabilities participated in social interactions more frequently than did their co-workers without disabilities. Although the stimuli presented by the co-workers were diverse, the workers with disabilities responded appropriately to them. The co-workers responded appropriately to conversational stimuli from the workers with developmental disabilities.

    DOI： 10.6033/tokkyou.42.85

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  • 移行期発達障害児のための自己統制的学習指導モデル

    大竹 喜久, Wehmeyer Michael L, 高橋 澄子

    岡山大学教育学部研究集録   ( 127 )   109 - 119   2004

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  • 小学校において支援が必要な児童への教育的支援(第6報)教室を居場所にできない子どもの支援

    佐藤 曉, 築山 道代, 大竹 喜久

    岡山大学教育学部研究集録   ( 125 )   9 - 21   2004

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  • Facilitation Strategies Used by Job Coaches in Supported Employment Settings: A Preliminary Investigation

    Yoshi Ohtake, Yoshi Ohtake, Janis G. Chadsey

    Research and Practice for Persons with Severe Disabilities   28   214 - 227   2003.12

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    Coworker perceptions of facilitation strategies provided by job coaches, and needed by coworkers, and discrepancies between facilitation strategies provided by job coaches and those perceived as being needed by coworkers were analyzed in relation to the types and frequency of problems reported to be exhibited by supported employees (N = 83). The results of this preliminary investigation indicated that when the frequency of work problems was low, the majority of the problems resulted in the need for and provision of less intensive facilitation strategies. Coworkers perceived they needed either low or a mixed level of support, not a high level of support, even when the frequency of work problems was high, except when the problems were related to challenging behaviors such as self-injury and property destruction. The most intriguing finding was that job coaches generally used the level of facilitation strategies that matched coworker needs.

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  • Increasing Class Membership of Students With Severe Disabilities Through Contribution to Classmates' Learning

    Yoshi Ohtake

    Research and Practice for Persons with Severe Disabilities   28   228 - 231   2003.12

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  • 自閉症児のパニックへの取り組みに内在する学校現場の実践理論--TEACCHプログラムとの適合性の観点から

    大竹 喜久, 内田 直美, 仲矢 明孝

    岡山大学教育学部研究集録   ( 124 )   47 - 55   2003

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  • Toward Providing Individualized Educational Support for All Students with "Special Needs" in Elementary Schools (Part I) : The Background and Emerging Framework of This Project

    Satoh Satoru, Koide Yayoi, Ohtake Yoshihisa

    Bulletin of School of Education, Okayama University   120   93 - 99   2002.7

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  • Toward Providing Individualized Educational Support for All Students with "Special Needs" in Elementary Schools (Part II) : The Process of Developing a School-wide Individualized Support System

    Satoh Satoru, Koide Yayoi, Ohtake Yoshihisa

    Bulletin of School of Education, Okayama University   120   101 - 113   2002.7

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  • 養護学位における実践研究と報告の態様 : 「養護学校研究紀要」の検討から

    吉利 宗久, 手島 由紀子, 大野呂 浩志, 加戸 陽子, 山本 和枝, 母里 誠一, 大竹 喜久, 藤井 聰尚

    研究集録   117   77 - 86   2001.7

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  • Continuing to describe the natural support process

    Yoshihisa Ohtake, Janis G. Chadsey, Janis G. Chadsey

    Journal of the Association for Persons with Severe Handicaps   26   87 - 95   2001.6

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    This study extends previous research by continuing to describe the natural support process. Specifically, we focus on the roles that co-workers and job coaches assume in supporting a worker with a disability. First, we discuss research related to co-worker involvement in work setlings and provide a rationale for considering various roles for co-workers and job coaches. Second, we propose a framework for a continuum of six support strategies for co-workers and job coaches and show how prior research supports these strategies. Third, we offer suggestions for selecting an appropriate support strategy in a particular work setting. Finally, we discuss research areas that are still needed to clarify the natural support process. Copyright 2001 by The Association for Persons with Severe Handicaps.

    DOI： 10.2511/rpsd.26.2.87

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  • Continuing to Describe the Natural Support Process

    Yoshihisa Ohtake, Janis G. Chadsey

    Research and Practice for Persons with Severe Disabilities   26   87 - 95   2001.1

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    This study extends previous research by continuing to describe the natural support process. Specifically, we focus on the roles that co-workers and job coaches assume in supporting a worker with a disability. First, we discuss research related to co-worker involvement in work settings and provide a rationale for considering various roles for co-workers and job coaches. Second, we propose a framework for a continuum of six support strategies for co-workers and job coaches and show how prior research supports these strategies. Third, we offer suggestions for selecting an appropriate support strategy in a particular work setting. Finally, we discuss research areas that are still needed to clarify the natural support process. © 2001, TASH. All rights reserved.

    DOI： 10.2511/rpsd.26.2.87

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  • Developing Curriculum in Upper Secondary Department of Special School for Students with Mental Retardation

    Yoshitoshi Munehisa, Ohnoro Hiroshi, Ohtake Yoshihisa, Fujii Toshitaka

    Bulletin of School of Education, Okayama University   115   133 - 142   2000.11

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  • Prevalence of learning disability at elementary school in Japan:Preliminary review of the studies using the Ueno's Checklist

    Bulletin of Faculty of Education,Okayama University   ( 113 )   165 - 171   2000.3

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  • Social Integration as an Outcome Indicator for Supported Employment Services in the United States: History, Measurement, and Strategy.

    大竹喜久

    特殊教育学研究   37 ( 4 )   77 - 85   2000.1

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    Language：Japanese   Publisher：The Japanese Association of Special Education  

    The present review details research focusing on social integration of supported employees in the United States. Specifically, the following 3 aspects were described: (a) emerging issues of social integration, (b) measurement of social integration, and (c) factors promoting social integration. Research regarding job separation, social integration in school settings, and work culture led to the emergence of social integration as a critical issue in supported employment. Social participation, workplace acceptance, and individual perceptions were used as indicators of social integration. Several factors that might affect some of the social integration indicators were identified by studies using statistical analyses and individual subject designs. Future research should consider social culture in measuring social participation, and explore the possibility of including coworkers' and supported employees' behaviors as indicators of workplace and individual acceptance. Additionally, how the identified factors might affect all 3 indicators of social integration in supported employment settings should be clarified.

    DOI： 10.6033/tokkyou.37.77

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  • Utilizing noncontingent reinforcement to reduce self-injurious and aggressive behaviors exhibited by individuals with developmental disabilities

    Ohtake Yoshihisa

    Bulletin of School of Education, Okayama University   110   35 - 40   1999.3

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  • Social disclosure among coworkers without disabilities in supported employment settings

    Y Ohtake, JG Chadsey

    MENTAL RETARDATION   37 ( 1 )   25 - 35   1999.2

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    Language：English   Publisher：AMER ASSOC MENTAL RETARDATION  

    The depth and breadth of reported self disclosure by workers without disabilities (respondents) for three types of coworkers (i.e., work acquaintances, work friends, and social friends) were assessed. Reported self-disclosure of coworkers to supported employees was also compared, and the extent to which self-disclosure by respondents to job coaches correlated with intimacy of relationships between supported employees and respondents was analyzed. Results indicated that depth of self-disclosure can contribute to friendship formation, but coworkers did little self disclosing to supported employees. Self-disclosure to job coaches did not correlate significantly with the development of relationships between the coworkers and supported employees. There is a need to teach supported employees to self-disclose to their coworkers and to prompt coworkers to talk about themselves in depth.

    DOI： 10.1352/0047-6765(1999)037<0025:SDACWD>2.0.CO;2

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Research Projects

  • Communication repair used by elementary-aged students with autism

    Grant number：19530873  2007 - 2009

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

    OOTAKE Yoshihisa

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    Grant amount：\2210000 （ Direct expense: \1700000 、 Indirect expense：\510000 ）

    This study investigated repair strategies used by students with autism. Results indicated that they repaired almost all communication breakdowns. In addition, they chose communication forms in ways that meet the social meaning of the breakdown. This study also demonstrated an effective intervention that enables a prelinguistic student with autism to use picture cards in a way that took into consideration which attributions the listener misunderstood.

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  • Introduction to Education for Persons with Developmental Disabilities B (2) （2022academic year） Second semester  - 火5,火6

  • Instructional Strategies Used for Students with Intellectual Disabilities (1) （2022academic year） Fourth semester  - 月3,月4

  • Instructional Strategies Used for Students with Intellectual Disabilities (2) （2022academic year） Fourth semester  - 金3,金4

  • Instructional Strategies Used for Students with Intellectual Disabilities　Ⅰ （2022academic year） Fourth semester  - 月3～4

  • Instructional Strategies Used for Students with Intellectual Disabilities　Ⅱ （2022academic year） Fourth semester  - 金3～4

  • Instructional strategies used for students with intellectual disabilities （2022academic year） Prophase  - 金5～6

  • Curriculum and instruction for students with intellectual disabilities （2022academic year） Prophase  - 火7～8

  • Curriculum and Instruction for Students with Intellectual Disabilities (1) （2022academic year） 1st semester  - 月5,月6

  • Curriculum and Instruction for Students with Intellectual Disabilities (2) （2022academic year） Second semester  - 月5,月6

  • Curriculum and Instruction for Students with Intellectual Disabilities　Ⅰ （2022academic year） 1st semester  - 月5～6

  • Curriculum and Instruction for Students with Intellectual Disabilities　Ⅱ （2022academic year） Second semester  - 月5～6

  • Theory and practice in special education for students with severe and multiple d （2022academic year） Summer concentration  - その他

  • Exploring the meaning of understanding individuals with disabilities （2022academic year） Third semester  - 月3～4

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2022academic year） 1st semester  - 金5,金6

  • Approaches to Education （2021academic year） 1st semester  - 火1～2

  • Seminar in Teaching Profession Practice (Elementary school) （2021academic year） 1st-4th semester  - 水7,水8

  • Project Research in Educational Science （2021academic year） 1st-4th semester  - その他

  • Seminor in Instructional Strategies for Persons with Severe Disabilities A （2021academic year） Third semester  - 火3,火4

  • Seminor in Instructional Strategies for Persons with Severe Disabilities B （2021academic year） Fourth semester  - 火3,火4

  • Seminar in curriculum and instruction in special needs education (1) （2021academic year） 1st semester  - 木3,木4

  • Seminar in curriculum and instruction in special needs education (2) （2021academic year） Second semester  - 木3,木4

  • Seminar in curriculum and instruction for students with disabilitiesⅠ （2021academic year） 1st semester  - 木3～4

  • Seminar in curriculum and instruction for students with disabilitiesⅡ （2021academic year） Second semester  - 木3～4

  • Seminar in curriculum and instruction in special needs education II （2021academic year） Late  - 木5～6

  • Seminar in curriculum and instruction in special needs education I （2021academic year） Prophase  - 水5～6

  • Research in Lesson plan in Special Education A （2021academic year） Third semester  - 火5,火6

  • Research in Lesson plan in Special Education B （2021academic year） Fourth semester  - 火5,火6

  • Basic of Special Needs Education Ｃ （2021academic year） 1st semester  - 火5,火6

  • Basic of Special Needs Education　A （2021academic year） 1st semester  - 月3～4

  • Basic of Special Needs Education　A （2021academic year） 1st semester  - 火5～6

  • Basic of Special Needs Education　B （2021academic year） 1st semester  - 火5～6

  • Interdisiplinary Seminor in Special Education A （2021academic year） 1st semester  - 火5,火6

  • Interdisiplinary Seminor in Special Education B （2021academic year） Second semester  - 火5,火6

  • Interdisiplinary Seminor in Special Education C （2021academic year） Third semester  - 水5,水6

  • Interdisiplinary Seminor in Special Education D （2021academic year） Fourth semester  - 水5,水6

  • Behavioral supprot for students with disabilities （2021academic year） Late  - 月5～6

  • Students Guidance and Developmental Support Education A （2021academic year） 1st semester  - 月7,月8

  • Students Guidance and Developmental Support Education B （2021academic year） Second semester  - 月7,月8

  • Developmental Studies and Support IV(Practical theory in Special Education A) （2021academic year） 1st semester  - 火3,火4

  • Developmental Studies and Support IV(Practical theory in Special Education B) （2021academic year） Second semester  - 火3,火4

  • Developmental Studies and Support V(Research in Educational Method A) （2021academic year） 1st semester  - 水1,水2

  • Developmental Studies and Support V(Research in Educational Method B) （2021academic year） Second semester  - 水1,水2

  • Introduction to Education for Persons with Developmental Disabilities （2021academic year） 1st and 2nd semester  - 火5～6

  • Introduction to Education for Persons with Developmental Disabilities A (1) （2021academic year） 1st semester  - 月3,月4

  • Introduction to Education for Persons with Developmental Disabilities A (1) （2021academic year） 1st semester  - 火5,火6

  • Introduction to Education for Persons with Developmental Disabilities A (2) （2021academic year） Second semester  - 火5,火6

  • Introduction to Education for Persons with Developmental Disabilities B (1) （2021academic year） 1st semester  - 火5,火6

  • Introduction to Education for Persons with Developmental Disabilities B (2) （2021academic year） Second semester  - 火5,火6

  • Instructional Strategies Used for Students with Intellectual Disabilities (1) （2021academic year） Fourth semester  - 月3,月4

  • Instructional Strategies Used for Students with Intellectual Disabilities (2) （2021academic year） Fourth semester  - 金3,金4

  • Instructional Strategies Used for Students with Intellectual Disabilities　Ⅰ （2021academic year） Fourth semester  - 月3～4

  • Instructional Strategies Used for Students with Intellectual Disabilities　Ⅱ （2021academic year） Fourth semester  - 金3～4

  • Instructional strategies used for students with intellectual disabilities （2021academic year） Prophase  - 月5～6

  • Curriculum and instruction for students with intellectual disabilities （2021academic year） Prophase  - 火7～8

  • Curriculum and Instruction for Students with Intellectual Disabilities (1) （2021academic year） 1st semester  - 水5,水6

  • Curriculum and Instruction for Students with Intellectual Disabilities (2) （2021academic year） Second semester  - 水5,水6

  • Curriculum and Instruction for Students with Intellectual Disabilities　Ⅰ （2021academic year） 1st semester  - 水5～6

  • Curriculum and Instruction for Students with Intellectual Disabilities　Ⅱ （2021academic year） Second semester  - 水5～6

  • Ethics in supporting individuals with disabilities （2021academic year） 3rd and 4th semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning （2021academic year） 1st semester  - 金5,金6

  • Seminar in Teaching Profession Practice (Elementary school) （2020academic year） 1st-4th semester  - 水7,水8

  • Project Research in Educational Science （2020academic year） 1st-4th semester  - その他

  • Seminar in curriculum and instruction in special needs education (1) （2020academic year） 1st semester  - 木3,木4

  • Seminar in curriculum and instruction in special needs education (2) （2020academic year） Second semester  - 木3,木4

  • Seminar in curriculum and instruction in special needs education II （2020academic year） Late  - 木5,木6

  • Seminar in curriculum and instruction in special needs education I （2020academic year） Prophase  - 水5,水6

  • Interdisiplinary Seminor in Special Education A （2020academic year） 1st semester  - 火5,火6

  • Interdisiplinary Seminor in Special Education B （2020academic year） Second semester  - 火5,火6

  • Interdisiplinary Seminor in Special Education C （2020academic year） Third semester  - 水5,水6

  • Interdisiplinary Seminor in Special Education D （2020academic year） Fourth semester  - 水5,水6

  • Behavioral supprot for students with disabilities （2020academic year） Late  - 月5,月6

  • Students Guidance and Developmental Support Education A （2020academic year） 1st semester  - 月7,月8

  • Students Guidance and Developmental Support Education B （2020academic year） Second semester  - 月7,月8

  • Developmental Studies and Support IV(Practical theory in Special Education A) （2020academic year） 1st semester  - 火3,火4

  • Developmental Studies and Support IV(Practical theory in Special Education B) （2020academic year） Second semester  - 火3,火4

  • Developmental Studies and Support V(Research in Educational Method A) （2020academic year） 1st semester  - 水1,水2

  • Developmental Studies and Support V(Research in Educational Method B) （2020academic year） Second semester  - 水1,水2

  • Introduction to Education for Persons with Developmental Disabilities （2020academic year） 1st and 2nd semester  - 金5,金6

  • Introduction to Education for Persons with Developmental Disabilities A (1) （2020academic year） 1st semester  - 金5,金6

  • Introduction to Education for Persons with Developmental Disabilities A (1) （2020academic year） 1st semester  - 火5,火6

  • Introduction to Education for Persons with Developmental Disabilities A (2) （2020academic year） Second semester  - 金5,金6

  • Introduction to Education for Persons with Developmental Disabilities A (2) （2020academic year） Second semester  - 火5,火6

  • Introduction to Education for Persons with Developmental Disabilities B (1) （2020academic year） 1st semester  - 火5,火6

  • Introduction to Education for Persons with Developmental Disabilities B (2) （2020academic year） Second semester  - 火5,火6

  • Instructional Strategies Used for Students with Intellectual Disabilities (1) （2020academic year） Fourth semester  - 月3,月4

  • Instructional Strategies Used for Students with Intellectual Disabilities (2) （2020academic year） Fourth semester  - 金3,金4

  • Instructional strategies used for students with intellectual disabilities （2020academic year） Prophase  - 金1,金2

  • Curriculum and instruction for students with intellectual disabilities （2020academic year） Prophase  - 火7,火8

  • Curriculum and Instruction for Students with Intellectual Disabilities (1) （2020academic year） 1st semester  - 水3,水4

  • Curriculum and Instruction for Students with Intellectual Disabilities (2) （2020academic year） Second semester  - 水3,水4

  • Building relationships with people with disabilities （2020academic year） Third semester  - 月3,月4

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