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

注意力缺陷/多动症儿童学校适应和发展支持的临床和发展研究

• 批准号: 14510139
• 负责人: ASAKAWA Kiyoshi
• 金额: $ 1.98万
• 依托单位: Hyogo University of Teacher Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14510139/
• 关键词: Child with AD; HD; Infant; children; school adaptation; team support; Professional supports; 発達支援; コンサルテーション; HD児; 教師の態度; 学級適応の支援; 行動観察

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

本研究包括两个研究：（a）对一名轻度发展障碍儿童的个案研究;（B）对教师解决AD/HD儿童问题行为的专业支持需求的调查。对于一个小学生来说（四年级，男生）由一名班主任和一名残疾人特殊班教师组成的支持小组进行了一年半的支持干预，儿童日常学习特别支助教师和学校辅导员。在这18个月里，支持小组每月举行一次会议。在团队支持的某些作用方面，团队成员逐渐了解彼此和自己的角色。家长逐渐接受轻度发展障碍儿童的情况，并积极向学校辅导员咨询。最后，本个案说明，以个别教育计划为基础的团队支持对轻度发展障碍儿童是有效的。 ...更多信息 2）教师对外部资源支持需求的调查该研究旨在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感知。特别是针对这些困难，本研究以四十四位公立国小、国中教师为研究对象，探讨教师专业支援需求。本研究采用教师对儿童的态度量表（ITAC，30个项目），对教师对儿童的积极态度和消极态度进行了测量。本研究以学校辅导员和精神科医生为研究对象，针对AD/I-ID儿童出现的一些行为和情绪问题，采用专业支持量表进行研究，主要结果如下：（1）对IPS量表进行因子分析，结果表明，IPS量表由注意缺陷、冲动行为和群体活动困难三个分量表组成，2）在教师对幼儿的态度上，小学教师对幼儿的接纳态度和移情态度显著高于中学教师（学校类型）×2（积极-非积极态度）方差分析，初中教师对注意缺陷行为的专业支持需要的平均分显著高于小学教师。少