Clinical and developmental researches on School adaptation and developmental supports for the child with Attention Deficit/Hyperactive Disorder

注意力缺陷/多动症儿童学校适应和发展支持的临床和发展研究

基本信息

批准号：
14510139
负责人：
ASAKAWA Kiyoshi
金额：
$ 1.98万
依托单位：
Hyogo University of Teacher Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2003
项目状态：
已结题

项目摘要

The present researches were consists of two studies : that is a) case study of a child with mild developmental disorders and b) an investigation of teachers' needs of professional supports to solve problem behaviors emerged by the child with AD/HD.1)Case study ; As to an elementary school child(4th grade, boy) supportive intervening had been done for one and a half years by a support team which was consists of a teacher of homeroom and special class for the handicapped, teacher of special support for children's daily Leranings and school counselor. Meeting of the supprt team was held once a month for those 18 monthes. As to some effects of team supports, team members came to know each other and his/her roles. Parents gradually became to accept their child's mild developmental disorder, they could positively consulted to a school counselor Finally, this case would suggests that team supports based on zindividual educational programs were effective for the child eith mild developmental d … More isorder2)investigation of teachers' needs of supports from out resourcesThat research was planned to investigate how teachers' attitude toward the child affect on their perception of behavioral and emotional difficulties in Japanese children with AD/HD. Especially, in order to resolve those difficulties, teachers' needs for professional supports were assessed Forty-four teachers from public elementary schools and Jr.High schools took part in the study. The Inventory of Teacher's Attitude toward the child(ITAC, 30 items)was used for the assessment of teachers' positive-negative attitude toward children in their school. The index of Professional Supports from school counselors and psychiatrists, faced on some behavioral and emotional difficulties emerged by the child with AD/I-ID. Main findings were as follows.1)first, Results from factor analysis on the scores of IPS indicated that the IPS was consist of three sub scales, that is, attention deficits, impulsive behaviors, and difficulties in group activities, 2)As to teachers attitude toward the children, elementary schoolteachers expressed significantly more acceptable and empathic attitude toward the child than those from middle school, and 3)In 2 (kind of school) ×2(positive-nonpositive attitude)ANOVAs, Mean scores of Jr.high school teachers' needs for professional supports for attention deficit behaviors were significantly higher than those in elementary school teachers. Less

目前的研究包括两项研究：那是解决AD/HD的儿童的专业支持的需求。1）案例研究；一支半的团队曾是一名院士的老师，为儿童每日leranings和学校辅导员提供特殊支持的老师。发育障碍，他们可以对学校辅导员进行积极的咨询，最终是双重教育计划是孩子的发展发展d…更多岛屿2）调查教师的T Resourcesthat研究，以调查教师的孩子对他们对日本行为和情感的影响如何影响他们的日本人的完美Ren/HD。学校辅导员和精神科医生的支持，面对某些行为和情感兴趣，由AD/I-ID的孩子出现。，冲动的行为和小组活动的困难，表达了对Thomdle School d 3）的明显可接受和同理心理，在2（类型的学校）×2（积极的态度态度）ANOVAS，平均得分。专业支持的赤字行为明显高于小学教师。