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Study on Problems and Intervention Methods of High-Functioning Autism in School

学校高功能自闭症问题及干预方法研究

基本信息

批准号：
11610244
负责人：
MIYAMOTO Shinya
金额：
$ 2.18万
依托单位：
University of Tsukuba
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2000
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610244/
关键词：
Pervasive developmental disorder Autism High-functioning autism Ordinary School Knowledge Intervention Group teaching

项目摘要

1. School Teachers' Knowledge About High-functioning Autism (HFA)About thirty-seven percent of teachers in ordinary school knew the term "Pervasive Developmental Disorders" and "HFA." Ninety percent of teachers who knew the term "HFA" had correct knowledge about the concept of HFA.However, most of teachers thought that problems of autism was only a disturbance of human relations. The main source of knowledge was training course of developmental disorders for teachers.2. Effectiveness of workshop about HFA for school teachersWe held one seminar and three case conference about HFA for school teachers. One hundred and fifty teachers got these workshops. Their knowledge about the variety of clinical features of autism and HFA after workshops. This suggested the effectiveness of these type of workshops for school teachers.3. Problems of HFA in ordinary schoolA percentage of teachers who experienced children with suspected HFA was 50〜70 percent. Only twenty-eight percent of HFA suspected children had accurate diagnosis. All HFA suspected children had serious behavioral problems in school. Teachers tended to presume these behavioral problems to be symptoms of some mental disorders. These indicate that there may be not a few HFA children in ordinary school in Japan, and their true problem has not been not noticed.4. Trial of group teaching program for HFAWe made a group teaching program for HFA, and conduct the program on trail. Ten children with suspected HFA participate in this program and enjoyed it. We got some new findings in this program. One was that a sympathetic attitude was surprisingly effective against panic episode. HFA suspected children responded to gentle voice and sympathetic conversations, and they calm down sooner than we thought. The other was that children with autism had specific key words which they were able to understand quickly. These key word were very effective against persistence problems.

1. 学校教师对高功能自闭症的认识普通学校约有37%的教师知道“广泛性发育障碍”和“高功能自闭症”这两个术语。90%知道“HFA”一词的教师对HFA的概念有正确的认识。然而，大多数教师认为自闭症的问题只是人际关系的干扰。教师的主要知识来源是发育障碍培训课程。学校教师HFA研讨会的效果我们举办了一次关于学校教师HFA的研讨会和三次案例会议。150名教师参加了这些讲习班。工作坊结束后，他们了解了自闭症和HFA的各种临床特征。这表明这类讲习班对学校教师是有效的。普通学校的HFA问题a教师遇到疑似HFA儿童的比例为50 ~ 70%。只有28%的HFA疑似儿童得到了准确的诊断。所有HFA怀疑的儿童在学校都有严重的行为问题。老师们倾向于认为这些行为问题是某种精神障碍的症状。这说明在日本的普通学校中，HFA儿童可能并不少，他们的真正问题并没有被忽视。HFA小组教学方案的试验我们编制了HFA小组教学方案，并进行了试点。10名疑似HFA的儿童参加了这个项目，并很享受。本期节目我们有了一些新发现。一个是同情的态度对恐慌发作出奇地有效。HFA怀疑孩子们会对温和的声音和富有同情心的谈话做出反应，他们比我们想象的更早平静下来。另一个是自闭症儿童有特定的关键词他们能够很快理解。这些关键字对持久性问题非常有效。