Integrating reading-writing skills and social skills for school adaptation

2017 Fiscal Year Final Research Report

• Project/Area Number: 26285213
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Partial Multi-year Fund
• Section: 一般
• Research Field: Special needs education
• Research Institution: Keio University
• Principal Investigator: Yamamoto Junichi 慶應義塾大学, 文学部(三田), 教授 (60202389)
• Co-Investigator(Renkei-kenkyūsha): OMORI Takahide 慶應義塾大学, 文学部, 助教 (60276392)
• Research Collaborator: Omori Mikimasa 昭和女子大学, 人間社会学部, 助教 (50779981) ; ISHIKAWA Natsumi 東京大学, 医学部附属病院, 医療技術職員 ; ISHIZUKA Yuka 筑波大学, 人間総合科学研究科・日本学術振興会, 特別研究員 (40817574) ; SEKINE Satoru 慶應義塾大学, 社会学研究科
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 学習支援 / コンピュータ支援指導 / 読み書き / 社会スキル / 学校適応 / 発達障害 / 教育的ニーズ / 般化

Outline of Final Research Achievements

We newly developed computer-based teaching programs for establishing reading-writing skills and social skills with stimulus-paring, video modeling and feedback in children with developmental disabilities. We integrated both of the programs into a comprehensive developmental support program with hierarchical structure and flowchart branch for preschool and school-aged children. We conducted the intervention at university laboratory and at home consecutively and evaluated the effect of the program. The results showed that the following intervention procedures using a computer-based teaching program were effective for the acquisition of skills; focusing on appropriate behaviors, maximizing learning opportunities, and providing intensive reinforcement. Application of the computer-based teaching program at home facilitated the generalization and maintenance. These results are discussed in terms of the provision in the community via internet for dissemination of developmental support.

Free Research Field

臨床発達心理学