就学前の自閉スペクトラム症児に対する継次的刺激ペアリング手続きを用いた語読みの獲得  [in Japanese] Effects of a Sequential Stimulus Pairing Procedure on Reading Skills of a Preschool Child With Autism Spectrum Disorder  [in Japanese]

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Abstract

<p><b>研究の目的</b> 知的障害のある5歳の自閉スペクトラム症児に継次的刺激ペアリング手続きを用いることにより、ひらがな語読みが獲得されるかを検討することを目的とした。訓練に用いていない文字・語・句読みを評価することで、語から文字や句へと読みが拡張するかを検討した。<b>研究計画</b> 刺激セット間多層プローブデザインを用いた。さらに訓練前後で文字・語・句読みと絵の命名を評価した。<b>場面</b> 大学のプレイルームにて実施した。<b>参加児</b> 語読みが困難な自閉スペクトラム症児1名を対象とした。<b>訓練</b> 訓練には「語」「音声」「絵」刺激同士を時間的に近接させて提示する刺激ペアリング手続きと、「語」の各文字の位置関係を変えずに1文字ずつ継次的に提示する手続きを組み合わせた「継次的刺激ペアリング手続き」を用いた。<b>行動の指標</b> 文字・語・句読みの正反応率を指標とした。<b>結果</b> 参加児は短期間で語読みを獲得し、訓練で用いていない文字・語・句読みも向上した。研究の目的を知らない第3者による社会的妥当性の評価を行った結果、訓練後の方が語読みの正確性・流暢性と、楽しそうに語を読んでいるという項目の評定が高かった。さらに就学後フォローアップにおいても、読みが向上した。<b>結論</b> 本研究の結果、語読みが短期間で獲得されたことから、継次的刺激ペアリング手続きは生活年齢が低く、知的障害のある自閉スペクトラム症児にも有効な手続きであることが示された。</p>

<p><i>Study objective:</i> The present study examined whether word-reading behavior could be acquired through the use of a sequential stimulus pairing procedure. The study also investigated whether the participant could learn to read hiragana syllables, words, and phrases. <i>Design:</i> A multiple probe design across stimulus sets was used to assess effects of the sequential stimulus pairing procedure. <i>Setting:</i> A playroom at the university. <i>Participant:</i> A preschool boy with autism spectrum disorder who had severe intellectual disabilities. <i>Training:</i> In the training, each hiragana syllable, word, spoken sound, and picture stimulus was presented sequentially on a computer monitor. The child was instructed to respond with spoken sounds. <i>Measures:</i> Proportion of correct reading and picture naming was analyzed. Social validity was evaluated from the responses of a third party who did not know the purpose of the research. <i>Results:</i> The child became able to read the word stimuli that were used in training and maintained this skill 1 month later. He also increased his reading of hiragana syllables, words, and phrases that had not been used in the training. Moreover, in the follow up done after he had entered elementary school, his reading skills were found to have improved further. The evaluation by the third party indicated that the child's reading accuracy, reading fluency, and enjoyment of reading had improved. <i>Conclusion:</i> The present study suggests that the sequential stimulus pairing procedure appeared to have been an effective procedure for teaching reading to this preschool child with autism who had severe intellectual disabilities.</p>

Journal

  • Japanese Journal of Behavior Analysis

    Japanese Journal of Behavior Analysis 34(1), 2-19, 2019

    The Japanese Association for Behavior Analysis

Codes

  • NII Article ID (NAID)
    130007893408
  • NII NACSIS-CAT ID (NCID)
    AN10150936
  • Text Lang
    JPN
  • ISSN
    0913-8013
  • NDL Article ID
    029982751
  • NDL Call No.
    Z19-2121
  • Data Source
    NDL  J-STAGE 
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