@article{oai:naruto.repo.nii.ac.jp:00027742,
 author = {島田, 恭仁 and SHIMADA, Yasuhito},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {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},
 pages = {88--100},
 title = {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},
 volume = {25},
 year = {2010},
 yomi = {シマダ, ヤスヒト}
}