Research for Self-Awareness of Children and Adults with High-Functioning-Pervasive-Developmental-Disorders.

本研究探讨了高功能广泛性发育障碍患者的自我意识。研究对象为29名儿童和17名成人HFPDD患者（年龄从6岁到40岁）。他们分别接受了三项心理评估。(1) WISC-III或WAIS-III；(2)〇-△-□故事法和画人测验；这些研究考察了自我意识（主动性）对外部世界的自发信息管理控制。(3) CAT和TAT；这些研究考察了成熟的自我意识（分享）所必需的与他人的情感关系。同时，对自我意识形成过程进行半结构化访谈。因此，在韦氏智力量表的平均值中，VIQ=101.3， PIQ=93.4， FIQ=97.4（范围从71到125）。在检查了每个结果后，阐明了HFPDD自我意识的三个维度的以下特征。(1)一致性;视觉-感知-运动形式环境的信息加工容易混淆。因此，仔细检查性能项目之间的差异非常重要。为了防止这种混乱，必须在10年前支持包括环境调整在内的早期支持。(2)主观能动性;即使成年，也不容易形成对外部世界整合和安排经验的技能。因此，利用社交技能训练作为辅助作用来安排信息变得很重要。(3)共享;在模糊的情况下，视觉和主观反应变得显著，创伤经历很容易被激活，而与身高、年龄和智商无关。因此，能够长期联系的专家的存在是必不可少的。综上所述，HFPDD所建议的“似乎是我自己”的生活方式。

This research investigated self-awareness of high functioning pervasive developmental disorders (HFPDD). Subjects were 29 children and 17 adults with HFPDD (age from 6 to 40 years). They were examined three psychological assessments separately. (1) WISC-III or WAIS-III ; these examined the consistent existence in the central core of the sense of self-awareness (consistency), (2) ○-△-□ story method and Draw-a-man test; these examined the spontaneous information manage control to external world of self-awareness (activeness). (3) CAT and TAT; these examined the emotional relationship to others necessary for maturity of self-awareness (sharing). At the same time, the semi-structured interviews concerning the formation process of self-awareness were executed. As the result, in the average of Wechsler intelligence scale, VIQ=101.3, PIQ=93.4 and FIQ=97.4 (range from 71 to 125). After examined each result, the following features were clarified of three dimensions of self-awareness of HFPDD. (1)Consistency; the processing of information about visual-perception-motor form environment was easy to confuse. So it was important to examine closely the difference between performance items. To prevent form such confusion, it was important to support early including environmental adjustment before 10 years. (2) Activeness; it was not so easy to form the skill to external world that integrates and arranges experiences even if they come of age. So it became important to use of the social skill training as a supplementary role to arrange information. (3) Sharing; in a vague situation, a visual and subjective reaction became remarkable easily and it was easy for traumatic experiences to be activated regardless of the height of the age and IQ. Therefore, the existence of the specialist who can be related for a long time was indispensable. In conclusion, the way of life that values "It seems to be myself' as HFPDD was suggested.