Research on the development and guidance of children with high functional pervasive developmental7

高功能普遍发展儿童的发展与指导研究7

• 批准号: 14510270
• 负责人: BEPPU Satoshi
• 金额: $ 2.24万
• 依托单位: Gifu University
• 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
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14510270/
• 关键词: high functional pervasive developmental disorders; attachment; understanding the mind of others; differentiation of the self and others; theory of mind; symbolic functioning; 軽度発達障害の理解; 教師による認識; 社会的相互作用; 幼児期; 発達経過

We conducted the case study of the boy with high functional pervasive developmental disorders from 3years 2months to 5years 4months, using a multiple-observation method in naturalistic situations. We analyzed three types of materials : video recordings which were made monthly at the day care center for handicapped children, records that both teachers and parents made of the child's behaviors onto cards at school and at home. The results were as follows : (1)In the attachment relationships, three levels were extracted, namely, the level which he didn't show the attachment behaviors, the level which he sought the attachment figure as the instrumental secure base, the level as the psychological secure base. (2)In the level as the instrumental secure base, he could. differentiate the self and others from the rigid relation to the flexible relation between the self and others. (3)The differentiation of the self and others of the child with high functional pervasive developmental disorders was related to the duality of the perspective and the symbolic functioning. We proposed some methods for assisting children with high functional pervasive developmental disorders develop the attachment relationships and the differentiation of the self and others.

我们在自然主义情况下使用多观察方法对该男孩进行了高功能性普遍发育障碍的案例研究。我们分析了三种类型的材料：录像带，这些录像是在残障儿童日托中心每月制作的，这些记录是老师和父母在学校和家里用纸牌制成的录音。结果如下：（1）在依恋关系中，提取了三个级别，即他没有显示依恋行为的水平，即他寻求依恋图作为工具安全基础的水平，即心理安全基础的水平。 （2）他可以作为工具安全基础。将自我和他人与自我与他人之间的灵活关系的僵化关系区分开。 （3）自我和其他具有高功能普遍发育障碍的儿童的分化与观点的二元性和符号功能有关。我们提出了一些方法，以帮助具有高功能性普遍发育障碍的儿童发展依恋关系以及自我和他人的差异。

项目成果

別府 哲: "自閉症児は他者の心をどのようにして理解するか"特殊教育学研究. 41・2. 279-283 (2003)

别府聪：“自闭症儿童如何理解他人的想法？” 41・2（2003）。

別府 哲: "ライフサイクルを見通した教育実践への提起"みんなのねがい. 434. 22-25 (2003)

别府聪：“考虑生命周期的教育实践建议”《大家的愿望》434. 22-25 (2003)。

別府哲: "自閉症児と共同注意-他者理解、愛着対象の形成との関連から 発達"発達. 92. 16-22 (2002)

别府哲：“自闭症儿童与共同注意力——从理解他人的角度发展和依恋客体的形成”发展。 92. 16-22 (2002)。

Satoshi Beppu: "Social Cognition of Autistic Children : How can autistic children understand the existence of minds of others?"Applied Child Development in Cultural Context : Applied Research on Japanese Children. (Siegel, I., Shwalb, D., Shwalb, B., Naka

别府聪：“自闭症儿童的社会认知：自闭症儿童如何理解他人思想的存在？”文化背景下的应用儿童发展：日本儿童的应用研究。

別府 哲: "自閉症児は他者の心をどのようにして理解するか"特殊教育学研究. 41. 279-283 (2003)

别府聪：“自闭症儿童如何理解他人的想法？” 特殊教育研究 41. 279-283 (2003)