Clarification of psychosocial environmental factors that mitigate secondary disabilities in children and adolescents with tendency toward developmental disorders

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K14060
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Hirosaki University
• Principal Investigator: Shinkawa Hiroki 弘前大学, 教育学部, 助教 (10848295)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: ソーシャル・サポート / インクルーシブ教育 / マルチレベル分析

Outline of Final Research Achievements

(1)The Japanese version of the Child and Adolescent Social Support Scale (CASSS) was developed, and its structural and construct validity was confirmed by a survey of 1,068 students from third grade to ninth grade. The scale can be used to comprehensively assess social support among elementary and junior high school students.
(2)A hierarchical linear model was used to analyze the data of 692 students with first to third grades and their parents from 25 classes in four junior high schools. The results showed that the higher level of classmate support as a classroom level buffered the association between ASD trait and conduct behaviors. These findings suggest the importance of creating a supportive classroom group in preventing a secondary disability of developmental disorders.

Free Research Field

臨床心理学

Academic Significance and Societal Importance of the Research Achievements

ソーシャル・サポートの心理的不適応に対する緩和・緩衝効果を検討した研究は、国内外において散見されるが、いずれの研究においても、ASD特性やADHD特性など発達障害に関連した特性や学級間差の要因は考慮されてこなかった。発達障害特性の個人差を考慮した上で、学級集団としてのソーシャル・サポートの緩衝効果を実証的に示した本研究は、わが国のインクルーシブ教育において、発達障害特性を有する子どもが過ごしやすい学校環境づくりを推進していくための根拠となることが期待される。