@article{oai:nagoya.repo.nii.ac.jp:00002101, 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 ENDOH, Yuri and 加納, 敏子 and KANO, Toshiko and 山田, 絋正 and YAMADA, Kosho and 飯田, 和也 and IIDA, Kazuya}, journal = {名古屋大學教育學部紀要. 教育心理学科}, month = {Dec}, note = {On the previous research, we discussed the efficacy of educational treatment for autistic children through the observation of child-teacher interactions in two special classes (T and M). We found that the the orientation of staves in Unit T was the Individual-Intensive-Immediate, on the other hand in Unit M was the Group-Extensive-Mediate. In this research, we observed the same classes (T and M) in order to disucuss the processes of child-teacher interactions for just one year, and further investigated the relation between the psycho-therapy process and the group adjustment process in school about one severely autistic child (KA) in Unit M. Compared with the previous orientations of two units, their orientations were more similar, that was to say, the orientation of Unit T was not only Individual-Intensive-Immediate but Group-Extensive-Mediate and the orientation of Unit M was not only Group-Extensive-Mediate but Individual-Intensive-Immediate. These processes were explained by follows. 1) The effect of change of class constitution caused by members change among children. 2) The effect of developments of autistic children. Through the case study for KA, we found that group adjustment process in school was nearly related to psycho-therapy process. But in future we should discuss the problem of how we could facilitate the developments of severely autistic children., 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 = {159--173}, title = {<原著>自閉児の集団適応に関する研究 (5) : 授業分析を通して・その 2}, volume = {25}, year = {1978} }