記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：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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記述言語：日本語   出版者・発行元：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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記述言語：日本語   出版者・発行元：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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記述言語：日本語   出版者・発行元：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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記述言語：日本語   出版者・発行元：岡山大学大学院教育学研究科  

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記述言語：日本語   出版者・発行元：兵庫教育大学大学院連合学校教育学研究科  

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記述言語：日本語   出版者・発行元：岡山大学大学院教育学研究科  

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記述言語：英語  

This study examined the effects of adding perspective sentences to Social Stories™ 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. © Division on Developmental Disabilities.

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記述言語：日本語   出版者・発行元：岡山大学大学院教育学研究科  

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記述言語：日本語   出版者・発行元：岡山大学教育学部  

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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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記述言語：日本語   出版者・発行元：岡山大学教育学部  

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記述言語：日本語  

DOI： 10.6033/tokkyou.42.85

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記述言語：日本語   出版者・発行元：一般社団法人 日本特殊教育学会  

11名の軽・中度知的障害就労者と彼らの職場の同僚との間で展開されているやりとりの頻度や機能、目的、適切性を調査した。さらに、知的障害就労者のやりとり参加行動を引き出す同僚のやりとり開始行動、および知的障害就労者の応答行動に随伴して起こる同僚のやりとり参加行動についても分析した。これらのデータは、職場内のさまざまな場面や状況との関係から分析された。その結果、知的障害就労者は、食事・休憩場面や出勤場面において、同僚以上にやりとりに参加していたことが見いだされた。同僚のやりとり開始行動はさまざまであったが、知的障害就労者はそれらに適切に応答していた。さらに、同僚も、知的障害就労者のやりとり開始行動に適切に応答していた実態が見いだされた。

DOI： 10.6033/tokkyou.42.85

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記述言語：日本語   出版者・発行元：岡山大学教育学部  

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記述言語：日本語   出版者・発行元：岡山大学教育学部  

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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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記述言語：日本語   出版者・発行元：岡山大学教育学部  

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記述言語：日本語   出版者・発行元：岡山大学  

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記述言語：日本語   出版者・発行元：岡山大学  

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記述言語：日本語   出版者・発行元：岡山大学  

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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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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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記述言語：日本語   出版者・発行元：岡山大学  

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記述言語：日本語  

DOI： 10.6033/tokkyou.37.77

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記述言語：日本語   出版者・発行元：岡山大学  

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記述言語：英語   出版者・発行元：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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