Comprehensively Structured Teaching Method for an Adult Individual with Autism

概要

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In this study, the effectiveness of a comprehensively structured teaching method for an adult with autistic spectrum disorder (ASD) (age 37) complicated with severe intellectual disability (ID) who had `refusal' and `deviate' behaviors during his tasks at the institution was discussed. The main components in this study were 1) physical structure, 2) structured work, 3) schedule systems, 4) positive behavior support (PBS), and 5) setting support guidance for staff. The number of `one-day tasks' and `refusal' and `deviate' behaviors a day before and after intervention were compared. Prior to the intervention, the number of `one-day tasks' was 3 to 7. After the intervention, 10 to 27 were observed (SD=5.96) and they were increasing. The number of `refusal' and `deviate' behaviors was 3 to 5 before intervention, and after it became 7.67 to 2 (SD=1.34) and they were decreasing. As a result, we clarified that a comprehensively structured teaching method was effective in increasing for an adult individual with ASD those task performances and reducing those inappropriate behaviors. In addition, it is assumed that these approaches to the comprehensively structured teaching method could be helpful for weak central coherence and executive dysfunction well known as ASD's cognitive developmental disorder.