| Item type |
紀要論文(ELS) / Departmental Bulletin Paper(1) |
| 公開日 |
2012-01-01 |
| タイトル |
|
|
タイトル |
Comprehensively Structured Teaching Method for an Adult Individual with Autism |
|
言語 |
en |
| 言語 |
|
|
言語 |
eng |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
individual with autism spectrum disorder |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
TEACCH |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
structured teaching method |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
weak central coherence |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
executive dysfunction |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| ID登録 |
|
|
ID登録 |
10.15112/00005020 |
|
ID登録タイプ |
JaLC |
| ページ属性 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
P(論文) |
| 著者名(英) |
Yonezawa, Takumi
Kobayashi, Nobuatsu
Terao, Takashi
Sasaki, Masami
|
| 著者所属(英) |
|
|
|
en |
|
|
Master's Program in Social Work, Graduate School of Health and Welfare, Kawasaki University of Medical Welfare |
| 著者所属(英) |
|
|
|
en |
|
|
Department of Social Work, Faculty of Health and Welfare, Kawasaki University of Medical Welfare |
| 著者所属(英) |
|
|
|
en |
|
|
Department of Social Work, Faculty of Health and Welfare, Kawasaki University of Medical Welfare |
| 著者所属(英) |
|
|
|
en |
|
|
Department of Social Work, Faculty of Health and Welfare, Kawasaki University of Medical Welfare |
| 抄録(英) |
|
|
|
en |
|
|
In this study, the effectiveness of a comprehensively structured teaching method for an adult with autistic spectrum disorder (ASD) (age 37) complicated with severe intellectual disability (ID) who had `refusal' and `deviate' behaviors during his tasks at the institution was discussed. The main components in this study were 1) physical structure, 2) structured work, 3) schedule systems, 4) positive behavior support (PBS), and 5) setting support guidance for staff. The number of `one-day tasks' and `refusal' and `deviate' behaviors a day before and after intervention were compared. Prior to the intervention, the number of `one-day tasks' was 3 to 7. After the intervention, 10 to 27 were observed (SD=5.96) and they were increasing. The number of `refusal' and `deviate' behaviors was 3 to 5 before intervention, and after it became 7.67 to 2 (SD=1.34) and they were decreasing. As a result, we clarified that a comprehensively structured teaching method was effective in increasing for an adult individual with ASD those task performances and reducing those inappropriate behaviors. In addition, it is assumed that these approaches to the comprehensively structured teaching method could be helpful for weak central coherence and executive dysfunction well known as ASD's cognitive developmental disorder. |
| 書誌情報 |
en : Kawasaki journal of medical welfare
巻 17,
号 2,
p. 70-78,
発行日 2012
|
| 公開者 |
|
|
出版者 |
川崎医療福祉学会 |
| 雑誌書誌ID |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AA11108172 |
| ISSN |
|
|
収録物識別子タイプ |
PISSN |
|
収録物識別子 |
1341-5077 |
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