A case study on the validity of Facilitated Communication

促进沟通有效性的案例研究

基本信息

批准号：
09610115
负责人：
JINNO Hideo
金额：
$ 1.22万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1999
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09610115/
关键词：
Facilitated Communication physical contact validity autism

项目摘要

The purpose of this study was to clarify the validity of Facilitated Communication (FC) and examine the evolving factor of FC using the case study technique.This study showed :(1) At 3rd grade an eight years - autistic girs could independently spell in supporting by a special class room teacher in regular school. But 4th grade she caused a panic in a home a school and still at 8th grade. It was suggested FC affected her on negative effect and sentences produced in FC were not real in examining the validity of FC from the point of personality development.(2) The questionnaire was conducted to 120 teachers in engaging a special education. Four teachers of them reported the mother took a role of facilitator in describing students. It was suggested that FC produced of the meaningful relationship in mother-child.(3) From examining the physical contact in the play therapy to severe-autistic child, we found two stage of the physical contact ; inclusive stage and "AMAE" stage appearing after "mirror stage". It was suggested the physical contact contributed to FC would be first one.From these results we could conclude that FC was expressed in a will and inner world of facilitator through the poor self-contained mind of autistic child and was identified in early development stage of them through the physical contact. It was supposed that FC would contribute to relation of mind and body. Further research would be needed to examine the mechanism of FC.

这项研究的目的是阐明促进交流的有效性（FC），并使用案例研究技术检查FC的不断发展的因素。这项研究表明：（1）在3年级时，Autistic Girs可以独立地在普通学校的特殊会议室教师的支持下独立地支持。但是四年级，她在一所学校中引起了恐慌，仍在八年级。有人建议足球俱乐部因负面影响而影响她，而在FC中产生的句子在检查人格发展点的有效性时并不是真实的。（2）问卷是向120名教师进行特殊教育的教师。他们的四个老师报告说，母亲在描述学生时发挥了促进者的作用。据建议，FC在母子中产生了有意义的关系。（3）从检查游戏疗法中的身体接触到严重的自学性孩子，我们发现了身体接触的两个阶段；包容性舞台和“ Amae”阶段在“镜舞台”之后出现。有人提出，有助于FC的身体接触将首先是一个。从这些结果我们可以得出结论，FC是通过自闭症儿童的自闭症儿童的遗嘱和内心世界中的遗嘱和内心世界表达的，并且通过身体接触在他们的早期发育阶段被确定。据推测，足球俱乐部将有助于身心的关系。需要进一步的研究来检查FC的机制。