自閉症スペクトラム障害児における「なぞなぞ」参加行動の形成に関する一事例検討  [in Japanese] Participation in Riddle Games: A Case Study With a Child With an Autistic Spectrum Disorder  [in Japanese]

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Abstract

本研究は、なぞなぞへの興味はあるが適切な参加が難しい自閉症スペクトラム障害児童1名を対象になぞなぞ遊びを実施し、正解がわからない問題に対しても自発的に何らかの解答をする行動を形成し、社会的相互作用の増加の可能性を検討することを目的とした。その結果、自発的な解答行動を形成するためには、状況事象や結果事象へのアプローチだけでは不十分であり、視覚刺激プロンプトを用いることが有効であることが示され、対象児の自発的ななぞなぞ遊びへの参加が日常生活場面において観察された。本研究ではなぞなぞの正解を直接導く指導ではなく、「正解でなくても解答する」行動の生起を促した。この手続きの妥当性について、社会参加を円滑にするための行動形成の観点から考察した。

The present study examined the possibility of promoting social interactions of a child with an autistic spectrum disorder by teaching him spontaneous answering behavior for riddles that the boy did not know the answer to. The intervention was introduced gradually, progressing from a setting where the boy answered by pushing a button to a setting where he answered by filling out an answer sheet. The results suggested that neither the use of antecedent control in which the behavior was easily elicited, nor a reinforcement procedure alone was an efficient means of shaping his spontaneous answering behavior. The use of visual prompt procedures to approach answering behavior directly was found to be efficient. Observations of his behavior in his daily living setting indicated that he spontaneously played riddle games there. His mother also reported that playing riddle games had become his favorite activity. Finally, the validity of the present procedures, which prompted a "possible" answer rather than a "correct" answer, was discussed.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 51(2), 157-167, 2013

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130004876167
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • Data Source
    J-STAGE 
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