自閉症児の普通学級への適応訓練 : 個人学習場面および学校場面における変容過程(<特集>行動療法の訓練)

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The purpose of the study is to discuss the effectiveness of the individual learning program in the therapeutic setting for an autistic child who has been educated in a regular classroom. The program was evaluated upon the level of progressing in the individual learning and modification of his behaviors in the classroom. The 1st grade autistic boy of 7 years old who was selected for the study had manifested some typical symptoms of autism, especially in his echolalic verbalization, apathetic interpersonal relationship and poor academic learning. The program in the individual learning was started with training of learning attitude followed by the intensive training classified in 6 areas; (a) naming and conversation, (b) discrimination (colors, forms, up-down, right-left and front-behind), (c) number concept, (d) tracing and writing letters, (e) puzzle work, and (1) walking, running, jumping, throwing and balancing. Total number of sessions are 13 during the period of six months (May, 1977 to October, 1977). Each session was divided in 4 to 5 subjects of learning with each different therapists respectively. Training procedures were generally designed as follows : presentation of a model, prompting the correct response, fading prompting and responding spontaneously followed by reinforcers such as some sweet or touching with smiling. In the individual learning, he has made great strides in each program beyond expectation. It was also observed on proceeding of the sessions he was not only able to behave according to the instructions, but also to sympathize with therapists. He was also evaluated on T-CLAC which showed some apparent changes in abilities of problem solving, expression and obedience to the other person. In his classroom situation, he was unstable and escaped about 2 or 3 times in an hour from his room (I-IV session). Although he has been already made learning attitude in the individual situation, he did not keep himself on his seat without forcing during school hours until his teacher had punished severely once. He was able to write down the answers spontaneously for an arithmetics examination (V-IX session). He became to be able to take his role in interpersonal relationship, academic learning, providing lunch and playing with in his classroom to some extent (X-XIII session). He was able to play with other children afterschool. And he became to have a small conversation (to answer with a single word) with his mother (XIV-session). As the results of the training, it was demonstrated that the autistic child appeared to have developed abruptly in interpersonal relationshsp, academid learning and others. Individual intensive training would be advisable for the autistics to adjust adequately into a regular class. And it would be also needed for the teacher to produce a good atmosphere to accept the autistics and to treat him severely to keep to the rule.
日本行動療法学会の論文
1978-03-30

自閉症児の普通学級への適応訓練 : 個人学習場面および学校場面における変容過程(<特集>行動療法の訓練)

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