@article{oai:nagoya.repo.nii.ac.jp:00002073,
 author = {丸井, 文男 and MARUI, Fumio and 蔭山, 英順 and KAGEYAMA, Hidenori and 神野, 秀雄 and JINNO, Hideo and 細野, 純子 and HOSONO, Junko and 水野, 真由美 and MIZUNO, Mayumi and 後藤, 秀爾 and GOTO, Shuji and 伊藤, 義美 and ITO, Yoshimi and 譲, 西賢 and YUZURI, Saiken and 遠藤, 由里 and ENDO, Yuri and 加納, 敏子 and KANO, Toshiko and 山田, 紘正 and YAMADA, Kosho},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Nov},
 note = {On the previous follow-up study of autistic children, we suggested that overall social adjustment (as well as educational attainment) was improved by schooling. (1974,1976) However, those studies were not designed for the evaluation of educational treatment, so more direct investigations were required to confirm those findings. The present study set out to examine the efficacy of educational treatment for autistic children through the observation of child-teacher interaction in the classroom. We selected two units (T and M) which were special classes of autistic children. Unit T was constituted of 4 autistic children and two staves. Unit M was mixed with 3 autistic children and 6 mental retarded children and two staves. There were marked differences between the units both in what the staff did and in how they did it. In Unit T the orientation of staves was the Individual-Intensive orientation and in Unit M was the Group orientation. The staff in Unit M used much of their time in warm approving activities to the children and encouraged the interaction among the children, whereas in Unit T instructional activities were predominated., 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。},
 pages = {129--142},
 title = {<原著>自閉児の集団適応に関する研究 (4) : 授業分析を通して},
 volume = {24},
 year = {1977}
}