Relationships between joint attention skill and effective support in young children with autism spectrum disorders

Research Project

Project/Area Number	26780520
Research Category	Grant-in-Aid for Young Scientists (B)
Allocation Type	Multi-year Fund
Research Field	Special needs education
Research Institution	Nara Women's University (2015-2016) Saga University (2014)
Principal Investigator	INUMAKI Shuji 奈良女子大学, 人文科学系, 准教授 (30708540)
Project Period (FY)	2014-04-01 – 2017-03-31
Project Status	Completed (Fiscal Year 2016)
Budget Amount *help	¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000) Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000) Fiscal Year 2015: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000) Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Keywords	自閉症スペクトラム障害 / 相互交渉 / 指さし理解 / 自閉症児
Outline of Final Research Achievements	This study examined behavior characteristics of young children with autism spectrum disorders(ASD) in interaction with nursery teachers. The main findings were as follows. First, ASD group more often failed to orient to nursery teacher's approach than did either of the control groups(developmentally matched typical young children and developmental delayed young children). Second, young children with ASD who comprehended of pointing showed more communicative initiation than young children with ASD who did not comprehend of pointing.

Report

(4 results)