2022 Fiscal Year Final Research Report
Characteristics of Behavioral and Figure Drawing Tasks in Developmentally Disabled Children Without Intellectual Delay Who Are Less Likely to Be Noticed in Group
| Project/Area Number |
19K02632
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Review Section |
Basic Section 09030:Childhood and nursery/pre-school education-related
|
|---|
| Research Institution | Kyoto Women's University |
|---|
Principal Investigator |
RIKA OCHIAI 京都女子大学, 発達教育学部, 教授 (80435304)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
郷間 英世 姫路大学, 看護学部, 教授 (40234968)
五位塚 和也 大阪大谷大学, 教育学部, 准教授 (80783109)
|
|---|
| Project Period (FY) |
2019-04-01 – 2023-03-31
|
| Keywords | 高機能自閉スペクトラム症 / 受動型 / 幼児 / 社会性・行動発達評価尺度 |
|---|
| Outline of Final Research Achievements |
The purpose of this study was to understand the actual situation of children with developmental disabilities without intellectual delays who are not easily noticed in group situations and to clarify their characteristics. We conducted a survey of "children of concern" among childcare workers to understand the current situation and issues in childcare with regard to the children's sense of distress, the need for support for the children, and the difficulties in supporting the children. In addition, preschool children with high-functioning autism spectrum disorder were divided into three types, and their characteristics were examined based on the " Early Childhood Version Self-Restraint and Self-Assertion Scale" and a Figure Drawing Test. In addition, we examined the possibility of clinical application of the " Early Childhood Social and Behavioral Development Scale," which is currently under development.
|
| Free Research Field |
発達障害
|
| Academic Significance and Societal Importance of the Research Achievements |
知的に遅れのない学習面や行動面で困難があると推定された小学生（8.8％）に対し、約7割は支援の必要がないと判断され、通級での支援は約1割であるという教育現場の現状がある（平成24年、文部科学省）。本研究は増加傾向にあるこれらの児童のうち、特に集団場面で気づかれにくく支援が受けにくい発達障害児に対し、就学前の集団場面での特徴、支援の現状と課題を明らかにし、また、既存および開発中の社会性尺度等が、就学前及び小学校教育現場で活用されることで、目立ちにくいタイプの発達障害児の困り感への理解および、支援の必要性への認識が深まり、早期発見、早期支援へとつながることが期待できる。
|
