Study on Psychology, Behavioral Characteristic of LD and ADHD , etc. Students with Adjustment Disorder and Support Organization

LD、ADHD等适应障碍学生的心理、行为特征及支持组织研究

• 批准号: 17530706
• 负责人: TAKEDA Tetsuro
• 金额: $ 2.37万
• 依托单位: Wakayama University (2006-2007)The National Institute of Special Education (2005)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2005
• 资助国家: 日本
• 起止时间: 2005 至 2007
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17530706/
• 关键词: LD and ADHD etc; CBCL; TRF; YSR; support system; adjustment disorder; LD, ADHD,高機能自閉症、アスペルガー; 適応障害など二次障害; 病弱養護学校; 小学校; LD、ADHD、アスペルガー; CBCL、TRF、YSR; スウェーデン; アスペルガー特別学級

Research on psychology and behavioral characteristics was done for students who became adjustment disorder, such as school refusal by LD, ADHD, hyperfunctional autism, and an Asperger's syndrome.Research partnership was requested from the special support schools and elementary schools where these students are on the register.The method of investigation gathered information using an interview and question paper.(1) CBCL, TRF, and YSR were used, emotion and action were evaluated from many sides from three persons' position (teacher, parents, the person himself/herself), and the actual condition of the emotion and action has been grasped.(2) From the result of (1), pediatric psychiatry analysis, psychological analysis, and special education study analysis was conducted about the feature of profiles, such as the actual condition of the gap between 3 persons, the degree of social withdrawal, and anxiety, by evaluating emotion and action from many sides from 3 person's position.The actual condition of the student who has caused the secondary obstacle by LD etc. in the Special support schools was investigated.Moreover, in Sweden, investigation about the special classes for the student of Asperger's syndrome was conducted.In research partnership with the public health nurse of Kinokawa, it was shown clearly that there was a 4-year-old child with special needs 9.8%.And the support organization by multi-axis evaluation was proposed, and practice was tried in the cooperation school.These things were also referred to and carried out guidebook creation.

针对出现适应障碍的学生（例如因学习障碍、多动症、多功能自闭症和阿斯伯格综合症而拒绝上学的学生）进行了心理和行为特征研究。请求与这些学生所在的特殊支持学校和小学建立研究合作伙伴关系。登记。调查方法使用访谈和问题纸收集信息。(1)采用CBCL、TRF、YSR三种量表，从教师、家长、本人三个角度对幼儿园教师的情绪和行为进行多方面的评价，掌握幼儿园教师情绪和行为的实际情况。(2)根据（1）的结果，进行了儿童精神病学分析、心理分析和特殊教育研究分析，分析了概况的特征，如3人之间的差距的实际情况、社交退缩的程度和焦虑，从三个人的立场出发，从多方面评价学生的情绪和行为，分析学习困难造成二次障碍的学生的实际情况等。在特殊支援学校的调查。此外，在瑞典，进行了调查的特殊班级的学生的普伊格氏综合征。在研究伙伴关系与公共卫生护士的木川，明确表明，有一个4岁的儿童有特殊需要的9.8%。并提出了支持组织的多轴评估，并在合作学校进行了实践，同时也借鉴这些做法进行了指导手册的编写。