| Budget Amount *help |
¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1999: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1998: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 1997: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Research Abstract |
Recent years have witnessed the necessity of functional analysis of social context around children in order to make individual education plan for all of them in inclusion settings.
In addition to traditional developmental questionnaires, observation of children's behavior, interview of parents, present research introduced functional assessment of social behavior and investigated the effects of intervention with multiple baseline design.
At first, effects of other children's behavior were examined from the view point of contingencies of reinforcement in inclusion settings.
Next, the importance of positive behavioral support was indicated through the analysis of social skills training program based on functional assessment of children's behavioral preference.
As most peer mediated approaches impose a heavy burden on non-targeted children and don't achieve their individual education plan, peer modeling procedure was introduced in the present research and proved high effects of such intervention.
In consideration of applying these intervention program to school, children's social behavior were trained in on-task settings with peer modeling procedures.
At last, for the children with low motivation to other's behavior because of autism and so on, behavioral interruption strategies were introduced and examined shaping effects of attentive or imitative behavior. As a result, behavioral interruption strategies proved to be one of the most effective approach of establishing operation method for the higher social behavior.
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