| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2006: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2005: ¥1,700,000 (Direct Cost: ¥1,700,000)
|
|---|
| Research Abstract |
This research analyzed environmental characteristic in which behavior problems occurs to clarify behavioral assessment to effective educational support for students with mild developmental disabilities in regular class based on the questionnaire survey and case investigation.
Questionnaire survey was implemented for 4 8 public elementally school in G city during November, 2005. 488 students were selected based on the difficult behavior (response ratio 61%). Finally, 4 5 6 students were selected based on the hole country investigation standard. Questionnaire items were consisted in 7 for classes and 12 for students. Statistical analysis was conducted. Results showed that most difficult behaviors were inappropriate conversation, task engagement, and interaction and so on. Most occurrence setting were academic class, free time, and in charge activity setting. Environmental characteristic were associated with activities need to accordance with other students, activity with verbal instructio
… More
n, activity with thinking and comprehension, and so on. Most non-occurrence setting was free time. Theses characteristic were associated with favorite activity, activity with a pace of myself, activity with simple rule, and so on.
Case investigation was implemented in 10 public elementally school next year. 54 students were selected one person in each grade. Researcher made behavioral observation and interview to teachers. Results showed that most difficult behavior was non-engagement, inappropriate conversation, interaction, and so on. In academic class for 4 2 students, during teacher's verbal instruction or non-interaction, behavior problem was observed. Immediate consequence observed were repeated instruction and non-interaction. Finally students engaged ratio was 60%. In non-occurrence academic class, during favorite question or individual support, students engaged in task followed by teacher's praise. Students didn't tend to participated in the task and listing explanation. Teachers managed them by individual assistance in grope, seat arrangement, and so on. But effectiveness for behavior problem was half and 60% for task participation.
Based on these results, tentative assessment items were discussed on academic class in elementally regular class. Less
|
