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知的障害のある自閉症スペクトラム障害児の指導目標に関する分析 ―自立活動の個別の指導計画における実行機能に関する記述を中心に―
https://doi.org/10.60171/00002819
https://doi.org/10.60171/0000281912d7f9ed-1a08-4e08-8d0d-0e79d04fdbd7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
g10-01.pdf (1.0 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-15 | |||||||||
| タイトル | ||||||||||
| タイトル | 知的障害のある自閉症スペクトラム障害児の指導目標に関する分析 ―自立活動の個別の指導計画における実行機能に関する記述を中心に― | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Analysis of teaching goals for autistic students with intellectual disability: Focusing on executive function in description in an individualized education plan for self-reliance activities | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 特別支援学校 school for special needs education | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 自立活動 self-reliance activities | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 個別の指導計画 individualized education plan | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 自閉症スペクトラム障害 autism spectrum disorders | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 適応行動 adaptive behavior | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 実行機能 executive function | |||||||||
| 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 | 10.60171/00002819 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
大野呂, 浩志
× 大野呂, 浩志
× Onoro, Hiroshi
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The purpose of this research is to confirm the content related to executive function for ASD (autism spectrum disorder) children with intellectual disabilities, focusing on the teachers’description in the teaching goals for individualized education plans for the self-reliance activities. The teachers’ descriptions of the teaching goals for 99 students in the elementary school, junior high, and high schools for special needs education for intellectual disabilities were extracted by sentence, and a total of 247 sentences were analyzed. Because the description of executive function was complex, we extracted the descriptions as units (with phrases recognized as units), and analyzed the content and quantity of each phase from the perspective of the four components of the executive function. Content related to teaching goals was most frequently related to communication (41.1%) followed by content on executive function (33.6%). One component, “carrying out activity”, was significantly higher and two components in combination were significantly lower than the others in the elementary school section, and the two components of “planning” and “carrying out activity” in combination were significantly higher in the high school section. These results suggest that the teacher should focus on executive function to improve the adaptive behavior of ASD children with intellectual disabilities, and the task becomes harder with the student’s progress over their time in school. |
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| 書誌情報 |
広島文化学園大学学芸学部紀要 巻 10, p. 1-12, 発行日 2020-03-27 |
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| 出版者 | ||||||||||
| 出版者 | 広島文化学園大学学芸学部 | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 21858837 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA12532487 | |||||||||
| フォーマット | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | application/pdf | |||||||||
| 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 | |||||||||
