Camp effects of The dialogue education with environment for LD children with AD/HD

AD/HD LD儿童与环境对话教育的营地效果

• 批准号: 13610339
• 负责人: HIRAYAMA Satoshi
• 金额: $ 1.34万
• 依托单位: KURASHIKI CITY COLLEGE
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13610339/
• 关键词: AD; HD; LD; The dialogue education (method) with environment; neurotransmitter; GO; NOGO task; CPT; Brain Science; 脳科学; 神経伝達物質; 環境対話キャンプ; サイコモーター; GO-NOGO課題; ADHD; ADHD児; LD児

The dialogue education (method) with environment for children with AD/HD is defined as follows. It is an educational clinical method that some neurotransmitter are released in synapses of a frontal lobe through they communicate with controlled environment produced by our camp programs, as a result their behavior are improved. The ritalin (methylphenidate hydrochloride) is considered raising a density of dopamine and noradrenalin in synapses. This mechanism gave me a hint about expecting same effect by an educational environment. The dialogue camp with environment has some programs, the psycho-motor, the conference for children, the cognition/communication etc. An effect is confirmed by Continuous Performance Test (CPT), GO/NOGO task, DSM-IV, etc. As a result this camp did AD/HD children a lot of good.So, Factors of programs were investigated. And 21 skills were discovered. Key words of their skills were rhythm, tempo, pleasant, change, tension, hope, visibility, stimulus, work, devise, suppress, image, visually, evaluation, confirmation, individual instruction, gaze, smile, talk, admire, touch. These skills are considered putting to practical use in a school lesson.

AD/HD儿童与环境的对话教育（方法）定义如下。这是一种教育临床方法，通过与我们营地项目产生的受控环境进行通信，在额叶突触中释放一些神经递质，从而改善他们的行为。利他林（盐酸哌甲酯）被认为可以提高突触中多巴胺和去甲肾上腺素的密度。这个机制给了我一个暗示，希望教育环境能达到同样的效果。与环境的对话营有一些项目，心理运动，儿童会议，认知/沟通等。通过连续性能测试（CPT），GO/NOGO任务，DSM-IV等确认了效果。结果这个训练营对AD/HD儿童有很多好处。所以，对项目的因素进行了调查。并发现了21项技能。他们技能的关键词是节奏、节奏、愉快、变化、紧张、希望、可见性、刺激、工作、设计、抑制、图像、视觉、评估、确认、个别指导、凝视、微笑、谈话、欣赏、触摸。这些技能被认为可以在学校课程中实际运用。

项目成果

平山 諭: "希望がもてるADHD・LD・AS児の環境対話入門〜未来派の子どもたちのために〜"対話フレンズ. 88 (2003)

Satoshi Hirayama：“对患有 ADHD、LD 和 AS 的儿童进行环境对话的充满希望的介绍 ~对于未来派儿童 ~”Dialogue Friends 88 (2003)。

LD/ADHDの子を伸ばすポイントII

帮助 LD/ADHD II 儿童的要点

• 发表时间: 2005
• 期刊: 教室の障害児 第9号
• 作者: 平山 諭;平山 諭
• 通讯作者: 平山 諭

軽度発達障害の周産期における要因分析-環境対話法へのSuggestion-

围生期轻度发育障碍因素分析-环境对话法建议-

• 发表时间: 2004
• 期刊: 倉敷市立短期大学紀要 第41号
• 作者: 平山 諭;平山 諭;Satoshi Hirayama;Satoshi Hirayama;平山 諭(共著);平山 諭(共著);平山 諭(共著)
• 通讯作者: 平山 諭(共著)

The Dialogue with Environment, Neurotransmitter, Improvement of Functions -What Are These Relation?-

与环境的对话、神经递质、功能的改善-这些是什么关系？-

• 发表时间: 2004
• 期刊: SCHOOL MANAGEMENT 43-564
• 作者: 平山 諭;平山 諭;Satoshi Hirayama;Satoshi Hirayama;平山 諭(共著);平山 諭(共著);平山 諭(共著);広井多鶴子;Satoshi Hirayama
• 通讯作者: Satoshi Hirayama

親と教師のためのADHD・ASを変える環境対話法

家长和老师改变ADHD/AS的环境对话方法

• 发表时间: 2004
• 作者: Satoshi Hirayama;Daisuke Imade;Yuuji Taniguchi;Yasuko Masuda;平山 諭 (共著);平山 諭
• 通讯作者: 平山 諭