Clinical and developmental researches on School adaptation and developmental supports for the child with Attention Deficit/Hyperactive Disorder

本研究包括两项研究：a)轻度发育障碍儿童个案研究和b)教师在解决AD/HD儿童问题行为方面的专业支持需求调查。1)案例研究；对一名小学生（四年级男生）进行了为期一年半的支持性干预，支持小组由一名残疾班主任、一名残疾特班教师、一名儿童日常学习特班教师和一名学校辅导员组成。在这18个月中，支助小组每月举行一次会议。对于团队支持的一些效果，团队成员相互了解，了解自己的角色。家长逐渐开始接受孩子的轻度发育障碍，他们可以积极地向学校辅导员咨询。本案例表明，基于个体教育项目的团队支持对轻度发育障碍儿童是有效的教师对资源支持需求的调查该研究计划调查教师对儿童的态度如何影响他们对日本AD/HD儿童行为和情感困难的看法。为了解决这些困难，我们特别评估了教师对专业支持的需求。44名公立小学和初中教师参与了本研究。采用教师对儿童态度量表（ITAC，共30个项目）评估教师对学校儿童的积极-消极态度。针对AD/I-ID儿童出现的一些行为和情绪困难，学校辅导员和精神科医生的专业支持指数。主要研究结果如下。(1)第一，因子分析结果显示，小学教师对儿童的态度显著高于中学教师对儿童的接受态度和共情态度；(2)（学校类型）×2（积极-非积极态度）方差分析结果表明，小学教师对儿童的态度包括注意缺陷、冲动行为和群体活动困难三个子量表；初中教师对注意缺陷行为专业支持需求的平均得分显著高于小学教师。少

The present researches were consists of two studies : that is a) case study of a child with mild developmental disorders and b) an investigation of teachers' needs of professional supports to solve problem behaviors emerged by the child with AD/HD.1)Case study ; As to an elementary school child(4th grade, boy) supportive intervening had been done for one and a half years by a support team which was consists of a teacher of homeroom and special class for the handicapped, teacher of special support for children's daily Leranings and school counselor. Meeting of the supprt team was held once a month for those 18 monthes. As to some effects of team supports, team members came to know each other and his/her roles. Parents gradually became to accept their child's mild developmental disorder, they could positively consulted to a school counselor Finally, this case would suggests that team supports based on zindividual educational programs were effective for the child eith mild developmental d … More isorder2)investigation of teachers' needs of supports from out resourcesThat research was planned to investigate how teachers' attitude toward the child affect on their perception of behavioral and emotional difficulties in Japanese children with AD/HD. Especially, in order to resolve those difficulties, teachers' needs for professional supports were assessed Forty-four teachers from public elementary schools and Jr.High schools took part in the study. The Inventory of Teacher's Attitude toward the child(ITAC, 30 items)was used for the assessment of teachers' positive-negative attitude toward children in their school. The index of Professional Supports from school counselors and psychiatrists, faced on some behavioral and emotional difficulties emerged by the child with AD/I-ID. Main findings were as follows.1)first, Results from factor analysis on the scores of IPS indicated that the IPS was consist of three sub scales, that is, attention deficits, impulsive behaviors, and difficulties in group activities, 2)As to teachers attitude toward the children, elementary schoolteachers expressed significantly more acceptable and empathic attitude toward the child than those from middle school, and 3)In 2 (kind of school) ×2(positive-nonpositive attitude)ANOVAs, Mean scores of Jr.high school teachers' needs for professional supports for attention deficit behaviors were significantly higher than those in elementary school teachers. Less