<b>減算において自動化への移行に困難を抱える自閉スペクトラム症児への Cover – Copy – Compare </b><b>手続きの効果の検討 </b>  [in Japanese] <b>Examining the Effect of the Cover–Copy–Compare Procedure on Children with Autism Spectrum Disorder who Have Difficulty in Transitioning to </b><b>Automation of Subtraction </b>  [in Japanese]

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Abstract

<p>本研究では、指を用いて引き算を行う自閉スペクトラム症児2 名に対してCover−Copy−Compare (以下、3C学習法) を用いた指導を行い、3C学習法が有効であるのかを検討した。また、3C学習法が計算の自動化を促進する機能をもつのかを検討することを目的とした。ベースラインでは、対象児は計算を行うことが求められた。介入では、3C学習法を用いた。プローブではベースラインと同じ手続きで行い、指導効果が維持するかどうかを維持期で評価した。その結果、3C学習法を行うことで、両対象児とも指を使わず計算課題の答えを想起して表出することができる様子が見られた。一方で、維持については、対象児によって違いが見られた。以上の結果から、3C学習法が計算課題の自動化を促す指導機能をもつこと、対象児の認知特性によっては、指導の効果に違いが見られることが示唆された。今後、対象児の特性に合わせた指導法を検討する必要性が挙げられた。</p>

<p>In this study, we conducted guidance with Cover–Copy–Compare (3C) for two children with autism spectrum disorder, who did subtraction using their fingers, and examined 3C's effectiveness. Furthermore, the purpose was to examine whether the 3C learning method possesses the function of promoting computation automation. As baseline, the target child performed the calculation. Then, in the intervening period, the 3C learning method was used. In the probe, the procedure from baseline was adopted, and whether the guidance effect was maintained or not was evaluated during the maintenance period. Results were that through use of the 3C learning method, both target children could recall and present answers to calculation problems without using their fingers. On the other hand, differences were observed in maintenance, depending on the child. These results suggest that the 3C learning method possesses the guidance function of promoting automation of calculation problems. Additionally, depending on the target child's cognitive characteristics, differences in the guidance's effectiveness were observed. The study suggests that in the future, guidance methods should be examined according to the individual child's characteristics.</p>

Journal

  • Japanese Journal of Disability Sciences

    Japanese Journal of Disability Sciences 42(1), 81-90, 2018

    Association of Disability Sciences, Japan

Codes

  • NII Article ID (NAID)
    130007496186
  • NII NACSIS-CAT ID (NCID)
    AA12215065
  • Text Lang
    JPN
  • Article Type
    departmental bulletin paper
  • Journal Type
    大学紀要
  • ISSN
    1881-5812
  • NDL Article ID
    029042761
  • NDL Call No.
    Z7-1307
  • Data Source
    NDL  IR  J-STAGE 
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