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項目特定処理の指導が広汎性発達障害児の関係処理機能の改善に及ぼす効果
https://doi.org/10.24727/00027736
https://doi.org/10.24727/00027736dee2074b-ee37-4570-a98d-916b300e9724
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KK25088.pdf (495.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2018-09-03 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 項目特定処理の指導が広汎性発達障害児の関係処理機能の改善に及ぼす効果 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Generalization Effects of Reading Remediation Using Item?specific Processing : A Study of SST for a Child with Pervasive Developmental Disorders | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 広汎性発達障害 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 関係処理 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 項目特定処理 | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24727/00027736 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
島田, 恭仁
× 島田, 恭仁
× SHIMADA, Yasuhito
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| 所属 | ||||||||||||
| 値 | 鳴門教育大学特別支援教育専攻 | |||||||||||
| 抄録（英） | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Children with pervasive developmental disorders usually have many problems of social skills. Present study examined generalization effects of reading remediation on social skill training（SST）. Reading instruction by illustrated book was carried out from 1st session to 7th session. The other hand, SST by picture cards drawing some social situations was carried out from 4th session to 7th session concurrently. In a reading instruction task, the child read a paragraph and summarized its meaning, and then processed item?specific information included in the paragraph. Other paragraphs were processed with the same procedure, one by one. In one session, the child read only one page in which two or three paragraphs were included. In a SST task, the child thought about the meaning of a social situation drew in a card and summarized its meaning, but he did not process item?specific nformation. One set of the cards was constructed by three situations( (1) ～(3) ). After situation 1 and 2 were summarized with the same procedure, situation 3 was presented for relational processing（thinking about the relation between causes and effects）. In 4th and 5th sessions the child performed two sets of cards, in 6th and 7th sessions he performed one set only. Although relational and item?specific processing strategies were not trained in SST task, measure of item?specific information coding showed high score through all sessions, and measure of relational information coding increased session by session. These results showed that generalization effects of reading remediation were occurred in SST sessions | |||||||||||
| 言語 | en | |||||||||||
| 書誌情報 |
ja : 鳴門教育大学研究紀要 en : Research bulletin of Naruto University of Education 巻 25, p. 88-100, 発行日 2010-03-03 |
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| 出版者 | ||||||||||||
| 出版者 | 鳴門教育大学 | |||||||||||
| 言語 | ja | |||||||||||
| 出版者(別表記) | ||||||||||||
| 出版者 | Naruto University of Education | |||||||||||
| 言語 | en | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||
| 収録物識別子 | 1880-7194 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12124651 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版物サブタイトル | ||||||||||||
| 値 | 教育科学編 | |||||||||||
| 出版物サブタイトル(別表記) | ||||||||||||
| 値 | Educational Sciences | |||||||||||
| 本文の有無 | ||||||||||||
| 値 | 本文あり | |||||||||||
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Cite as
島田, 恭仁, SHIMADA, Yasuhito, 2010, 項目特定処理の指導が広汎性発達障害児の関係処理機能の改善に及ぼす効果: 鳴門教育大学, 88–100 p.
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