Study on Problems and Intervention Methods of High-Functioning Autism in School
| Project/Area Number |
11610244
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | University of Tsukuba |
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Principal Investigator |
MIYAMOTO Shinya University of Tsukuba, Institute of Disability Sciences, Professor, 心身障害学系, 教授 (60251005)
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| Project Period (FY) |
1999 – 2000
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| Project Status |
Completed (Fiscal Year 2000)
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| Budget Amount *help |
¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2000: ¥1,600,000 (Direct Cost: ¥1,600,000)
Fiscal Year 1999: ¥1,800,000 (Direct Cost: ¥1,800,000)
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| Keywords | Pervasive developmental disorder / Autism / High-functioning autism / Ordinary School / Knowledge / Intervention / Group teaching |
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| Research Abstract |
1. School Teachers' Knowledge About High-functioning Autism (HFA)
About thirty-seven percent of teachers in ordinary school knew the term "Pervasive Developmental Disorders" and "HFA." Ninety percent of teachers who knew the term "HFA" had correct knowledge about the concept of HFA.However, most of teachers thought that problems of autism was only a disturbance of human relations. The main source of knowledge was training course of developmental disorders for teachers.
2. Effectiveness of workshop about HFA for school teachers
We held one seminar and three case conference about HFA for school teachers. One hundred and fifty teachers got these workshops. Their knowledge about the variety of clinical features of autism and HFA after workshops. This suggested the effectiveness of these type of workshops for school teachers.
3. Problems of HFA in ordinary school
A percentage of teachers who experienced children with suspected HFA was 50〜70 percent. Only twenty-eight percent of HFA suspected children had accurate diagnosis. All HFA suspected children had serious behavioral problems in school. Teachers tended to presume these behavioral problems to be symptoms of some mental disorders. These indicate that there may be not a few HFA children in ordinary school in Japan, and their true problem has not been not noticed.
4. Trial of group teaching program for HFA
We made a group teaching program for HFA, and conduct the program on trail. Ten children with suspected HFA participate in this program and enjoyed it. We got some new findings in this program. One was that a sympathetic attitude was surprisingly effective against panic episode. HFA suspected children responded to gentle voice and sympathetic conversations, and they calm down sooner than we thought. The other was that children with autism had specific key words which they were able to understand quickly. These key word were very effective against persistence problems.
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Report
(3 results)
Research Products
(21 results)
