2024-03-28T23:01:44Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00002009
2023-11-09T02:31:18Z
323:350:373:385
A RESEARCH ON ADJUSTMENT TO GROUPS OF AUTISTIC CHILDREN (1)
<原著>自閉児の集団適応に関する研究 (1)
丸井, 文男
5045
MARUI, Fumio
5046
蔭山, 英順
5047
KAGEYAMA, Hidenori
5048
神野, 秀雄
5049
JINNO, Hideo
5050
佐藤, 勝利
5051
SATO, Katsutoshi
5052
生越, 達美
5053
OGOSHI, Tatsumi
5054
細野, 純子
5055
HOSONO, Junko
5056
山田, 克子
5057
YAMADA, Katsuko
5058
後藤, 秀爾
5059
GOTO, Shuji
5060
後藤, かをり
5061
GOTO, Kaori
5062
水野, 真由美
5063
MIZUNO, Mayumi
5064
松永, 里美
5065
MATSUNAGA, Satomi
5066
玉腰, 敏康
5067
TAMAKOSHI, Toshiyasu
5068
1974-07-10
This research was attempted to analyze the processes of 13 autistic children's adjustment to groups in kindergardens or elementary schools. For this purpose, two instruments were used. One is NAUDS, a rating scale as to syndrome of autistic children in play therapy. The other is NAGA, a rating scale on which adjustment of autistic children is rated via our members' discussion based on teacher's description concerning the child's behavior in group situations. Both were rated after termination of every school term. The results obtained were as follows : 1) The developmental course of adjustment to groups is not always improved as their chronological ages increase, but depends on their syndrome. 2) It is predicted that the group experiences are more effective for those who develop beyond the third stage in the NAUDS. 3) According to the developmental course of adjustment to groups, the autistic children develop on the following scales in the NAUDS. A_1 (spontaneity and activation) A_2 (goal directed behavior and control of activity) Ad_1 (approach toward adults) Ad_2 (response to adults) E_2 (control and continuity of emotion) Em (empathic ability and continuity in relation) L_1 (mode of verbal expression) The following scales have no relationships directly to adjustment to groups. St (stereotyped behevior) P.S (perseveration) L_2 (function of verbal communication and pathological language) 4) The group experiences are effective for children under guidance of teachers who have obvious and consistent educational attitudes, and conduct according to child-centered principles.
国立情報学研究所で電子化したコンテンツを使用している。
departmental bulletin paper
名古屋大学教育学部
1974-07-10
名古屋大學教育學部紀要. 教育心理学科
21
105
150
http://hdl.handle.net/2237/3432
03874796
jpn