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

本研究包括两个研究：a)轻度发育障碍儿童个案研究和b)教师对解决AD/HD型儿童出现的问题行为的专业支持需求的调查。1)个案研究：对一名小学(四年级，男孩)儿童，由一名家庭教师、残疾儿童专班教师、儿童日常生活特别支持教师和学校辅导员组成的支持小组进行为期一年半的支持干预。在这18个月中，支持小组的会议每月举行一次。对于团队支持的一些影响，团队成员相互了解，并了解了自己的角色。父母逐渐接受孩子的轻度发育障碍，最后他们可以积极咨询学校辅导员，这一案例表明，基于z个别教育计划的团队支持对患有轻度发育障碍的孩子是有效的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患有AD/HD儿童的行为和情绪困难的感知。特别是，为了解决这些困难，本研究对44名来自公立小学和初中的教师进行了专业支持需求测评。采用《教师对儿童态度问卷》(ITAC，30个条目)对学校教师对儿童的积极-消极态度进行评定。学校辅导员和精神病学家的专业支持指数，针对AD/I-ID儿童出现的一些行为和情绪困难。主要研究结果如下：1)对儿童注意缺陷行为量表得分进行因素分析的结果表明，该量表由注意缺陷、冲动行为和群体活动困难三个子量表组成；2)在教师对儿童的态度上，小学教师对儿童的接受和移情态度显著高于中学教师；3)在2(学校类型)×2(积极-非积极态度)ANOVA中，小学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。较少

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