{"created":"2023-07-25T10:30:26.758880+00:00","id":2826,"links":{},"metadata":{"_buckets":{"deposit":"d78518be-4358-40ec-9bfa-1e071d2dc23b"},"_deposit":{"created_by":4,"id":"2826","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"2826"},"status":"published"},"_oai":{"id":"oai:hbg.repo.nii.ac.jp:00002826","sets":["267:567:598"]},"author_link":["12372","12373"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2020-03-27","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"12","bibliographicPageStart":"1","bibliographicVolumeNumber":"10","bibliographic_titles":[{"bibliographic_title":"広島文化学園大学学芸学部紀要"}]}]},"item_10002_description_19":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_type":"Other"}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"　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.\nThe 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.\nThese 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.","subitem_description_type":"Abstract"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.60171/00002819","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"広島文化学園大学学芸学部"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12532487","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"21858837","subitem_source_identifier_type":"ISSN"}]},"item_10002_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"大野呂, 浩志","creatorNameLang":"ja"}],"nameIdentifiers":[{"nameIdentifier":"12372","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"Onoro, Hiroshi","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"12373","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2023-05-29"}],"displaytype":"detail","filename":"g10-01.pdf","filesize":[{"value":"1.0 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"g10-01.pdf","objectType":"fulltext","url":"https://hbg.repo.nii.ac.jp/record/2826/files/g10-01.pdf"},"version_id":"e75be190-6c16-4376-8165-9c2a91c57e8c"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"特別支援学校　school for special needs education","subitem_subject_scheme":"Other"},{"subitem_subject":"自立活動　self-reliance activities","subitem_subject_scheme":"Other"},{"subitem_subject":"個別の指導計画 　individualized education plan","subitem_subject_scheme":"Other"},{"subitem_subject":"自閉症スペクトラム障害　autism spectrum disorders","subitem_subject_scheme":"Other"},{"subitem_subject":"適応行動 adaptive behavior","subitem_subject_scheme":"Other"},{"subitem_subject":"実行機能　executive function","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"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―","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"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―","subitem_title_language":"ja"},{"subitem_title":"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","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"4","path":["598"],"pubdate":{"attribute_name":"公開日","attribute_value":"2023-03-15"},"publish_date":"2023-03-15","publish_status":"0","recid":"2826","relation_version_is_last":true,"title":["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―"],"weko_creator_id":"4","weko_shared_id":-1},"updated":"2023-09-11T06:12:01.707451+00:00"}