Comparative Study of Japanese and Chinese Children with Autistic Disorder, Based on Developing an Introductive Materials-set for Developmental Diagnosis

本研究的主要研究者在使用自己制作的《发展诊断》的介绍性材料集的同时，研究了日本和中国自闭症儿童的发展状况和残疾倾向的差异。测试者可以在与使用该材料的儿童玩耍时，评估儿童的发展阶段和残疾倾向。这包括31个项目。还有日文和中文的说明书和评估表。该负责人证实，日本和中国的残疾儿童都享受到了这些材料。首席研究员评估了日本20名患有自闭症等疾病的儿童。全国五所院校的老师将48名孩子的测评数据发送给校长。负责人分析数据。在中国和日本的自闭症儿童中，连续性认知过程对同时性认知过程占优势。中国儿童各发育阶段的滞后程度大于日本儿童。校长认为这是受教育制度和文化差异等因素的影响.有一个孩子，他很难理解连续的认知过程任务，但他可以做心理理论任务。

The head investigator studied difference of development status and tendencies of disabilities, of children with autistic disorder between Japanese and Chinese, while using an introductive materials-set for Developmental Diagnosis made by him.1. A tester can, while playing with a child using this materials-set, evaluate child's developmental stage and tendencies of disabilities. That consists of 31 items. That has also Japanese and Chinese explanatory leaflets, and assessment scales. The head confirmed that children with disabilities in Japan and China enjoyed the materials.2. The head investigator assessed 20 children with autistic disorder and so on in Japan. Teachers of five institutions in China sent 48 children's assessment data to the head.3. The head analyzed data. Successive cognitive processes hold a dominant to simultaneous processes in children with autistic disorder in Japan and in China. Lag of developmental stages in each child is wide in Chinese than Japanese. The head considered that is affected by differences of education system and of culture so on.4. There was a child who has difficulty to understand successive cognitive processes task, but who can do mind theory task.