| Project/Area Number |
18K02777
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09060:Special needs education-related
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| Research Institution | Hokkaido University of Education |
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Principal Investigator |
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| Project Period (FY) |
2018-04-01 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Fiscal Year 2020: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2019: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2018: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 実行機能 / アセスメント / 知的障害 / 支援プログラム |
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| Outline of Final Research Achievements |
The purpose of this study was to develop an executive functions assessment and support program to characterize executive functions of person with intellectual disabilities. The author created an application that can be implemented and data collected on an iPad consisting of 9 tasks based on Miyake and Fridman's executive function theory of update-specific, shifting-specific, and common executive function. The author measured the executive function of 69 second grade elementary school students (31 boys and 38 girls) with typical development in order to compare the characteristics of executive functions of children and students with intellectual disabilities. And, the author measured executive functions of one student with intellectual disability (a boy) in the third year of high school at a special needs school for intellectual disabilities. The characteristics of update-specific, shifting-specific, and common executive functions of executive functions were clarified.
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| Academic Significance and Societal Importance of the Research Achievements |
実行機能のアセスメントを用いて、知的障害児・者の実行機能の特徴を調査することにより、実行機能の障害と知的障害児・者の学習場面や、日常生活場面における計画性のなさや見通しを持つことの困難さという臨床状態の関連の解明に寄与するという学術的意義がある。また、実行機能のアセスメントを用いた改善プログラムによって、知的障害児・者の実行機能の向上を図ることが期待でき、実行機能の向上が学習や活動に取り組む体勢を作り、学力向上と行動コントロールができるようになるという社会的意義がある。
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