発達障害の疑われる幼稚園児に対する就学支援プログラムの効果の検討  [in Japanese] Effects of an Intervention Program for Supporting School Entry by Children With Developmental Disabilities  [in Japanese]

Access this Article

Author(s)

Abstract

本研究は、発達障害の疑われる幼稚園児5名に対し、就学支援を目指したプログラムを適用し、その効果を検討した。プログラムは4回のトレーニングで構成され、対象児らが入学予定の小学校において行われた。標的行動は「入室時にあいさつをする」「授業開始時に号令に合わせてあいさつをする」「質問時は挙手する」「発表者を見る」「順番を守る」であった。標的行動の評価は、第1回目と第4回目において各対象児が自発した標的行動をビデオ記録および担当スタッフの事後アンケートにより確認し、行われた。また、プログラム終了後に小学校に訪問し、対象児らの様子を観察した。プログラムの結果、5名すべての対象児が標的行動を獲得した。また、プログラム終了後の観察においても、対象児が小学校において標的行動を自発する様子がみられた。本研究における就学支援プログラムは、小学校で必要とされる標的行動の形成とその般化に有効であるということができた。

The present study examined effectiveness of a training program for the transition from kindergarten to elementary school by children with developmental disabilities. The purpose of the training program was to teach the children skills needed in order to participate in classes in elementary school. Participants were 5 senior kindergarten students with developmental disabilities. The 4-session training program was conducted in the elementary school that the participants would be entering. In the first session, the children introduced themselves and did exercises, such as with a trampoline and balance beam. The second session consisted of activities such as how to use the nurse's office and the lunch room. The third session consisted of arts and crafts, and the fourth, of language training and stacking blocks. In addition, all sessions included practice on greetings for the start of the class, recess, and free time, including greetings when entering the classroom, greetings at the start of class, raising one's hand for permission to ask a question, watching the presenter, and standing in line. Children who performed a target behavior correctly were praised; if they did not practice the target behavior, the trainer prompted them to do so. The children's target behaviors were evaluated through video recordings of the children and from questionnaires completed by the trainers. In addition, after the children had entered elementary school, their behavior was assessed there. The assessments indicated that after the training, all the children had acquired most of the target behaviors, and did them even after the end of the training program. The present results suggest that the training program was effective in assisting these children in the transition from kindergarten to elementary school.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 50(1), 65-74, 2012

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130003376458
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    023875210
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  J-STAGE 
Page Top