Development of adaptive behavior in children and adults with autism spectrum disorder and related factors.

2023 Fiscal Year Final Research Report

• Project/Area Number: 22K20289
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Yamanashi Eiwa College
• Principal Investigator: Takebe Masaaki 山梨英和大学, 人間文化学部, 准教授 (40964820)
• Project Period (FY): 2022-08-31 – 2024-03-31
• Keywords: 自閉スペクトラム症 / 適応行動 / 日常生活スキル / 縦断研究 / 個人要因 / 環境要因 / 特別支援教育 / 通級指導教室

Outline of Final Research Achievements

This study investigated the development of adaptive behavior for elementary and junior high school students with Autism Spectrum Disorder, and the affected factor. First, using Vineland adaptive behavior scales, Second Edition, Japanese version, (1)While the standard score of Adaptive behavior composite in Vineland-Ⅱ were decreased, the standard score of ‘Personal’,and ‘Receptive’ were increased. (2)As the standard score of SRS-2, and Sensory Profile were not showed significant difference, special education would be affected for adaptive behavior.
Next, we investigated the adaptive behavior in a resource room for elementary and junior high school students with developmental disabilities, using the questionnaire. As a result, the adaptive behavior scales rated by teachers, revealed that daily living skills scores were as low as communication and socialization scores for the upper grades of elementary and junior high school students with developmental disabilities.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

学齢期のASD者への支援では、社会性、コミュニケーション、問題行動という領域で多くの知見が示され、日本でも知的発達に遅れのない場合、コミュニケーションの促進を図ることが主な支援内容とされる。近年、学齢期から成人期にかけて社会性やコミュニケーション領域と同等に日常生活スキル領域にも課題があることが示唆され始め、本研究では小学生から中学生にかけて縦断的にその課題が持続することを示した。特別支援教育には改善の効果と指導上の課題の両方が示唆され、成人期の社会適応を見据え、日常生活スキル領域を含めた支援のあり方を検討する必要があると考えられた。成人期を含めた適応行動の支援方法の開発が今後の課題である。