Kazuki Niwayama

印刷中

印刷中

印刷中

印刷中

<i>Study objectives</i>: The present study examined effects of prompts on increasing a teacher's attention to a child with autism spectrum disorder (ASD) in a general education class and on the child's out-of-seat behavior and academic engagement. <i>Design</i>: ABAB design. <i>Setting</i>: A first-grade general education class. <i>Participants</i>: A male elementary school teacher and an 8-year-old girl with autism spectrum disorder. <i>Target behaviors</i>: The teacher's attention to the child, and the child's out-of-seat behavior and academic engagement. <i>Intervention</i>: Functional assessment indicated that the child's out-of-seat behavior was maintained by her teacher's attention. During the intervention, the teacher used a timed vibratory cue device (MotivAider) as a prompt to provide attention to the child when she was seated. The teacher was told not to attend to the child when she was out of her seat. <i>Results</i>: During the intervention, the teacher's attention to the child increased; the child's out-of-seat behavior decreased, and her academic engagement increased. <i>Conclusion</i>: The teacher increased his attention to the child when he was using MotivAider as a prompt, and the child's academic engagement improved.

The present study examined effects of teachers' self-recording of behavior-specific praise on children's academic engagement in their classroom. The study was conducted in 3 general education classrooms in a Japanese elementary school,using a multiple baseline design across classes. The participants were the teachers of the 3 classes and a total of 85 children (2 first-grade classes, N = 28 and 27 students 1 third-grade class, N = 30 students). In the baseline periods, the teachers' use of behavior-specific praise and the children's academic engagement during one 45-minute class was recorded several times a week for periods varying from 1 to 2 months. Next, in one 45-minute class per day, a self-recording procedure was implemented in which the teacher used behavior-specific praise while conducting class. The intervention continued for from 1 month to six weeks. During the intervention period, the trainer verbally praised the teachers 1 or 2 times a week when the recorded number of instances of behavior-specific praise had increased. After the intervention, the trainer's feedback was terminated follow-up data were collected from 2 to 4 times per classroom during a 12-day period. All 3 teachers' self-recordings indicated that their use of behavior-specific praise increased during the intervention period, compared to the baseline, and that the percentage of the children's academic engagement increased during the intervention. The follow-up data showed that the teachers' use of behavior-specific praise and the improvement in the children's academic engagement were maintained after the end of the intervention. Individual or small-group intervention programs may be necessary for children who do not show an increase in academic engagement.

Study objectives: The present study examined the effects of a behavioral intervention package for improving the correctness of putting on kimono. Design: ABCA design with follow-up. Setting: Clubroom of a university Nohgaku club. Participants: 3 male members of the university Nohgaku club. Intervention: Proper style of putting on a kimono was divided into 10 components. Following baseline (A), intervention package 1 (B), which consisted of instructions, modeling, physical guidance, behavioral rehearsal, and feedback, was introduced. During intervention 2 (C), feedback from the trainer shifted in part to self-recording. A post-test (A) was conducted after intervention 2. Measure: The percentage of correct components was calculated for each participant in each session. Results: After the intervention, all 3 participants' percentage of correct components improved. Expert judges independently evaluated post-intervention photographs of all 3 participants' kimono-wearing style as being more elegant than in the baseline period. Conclusion: The present behavioral intervention was effective for improving the correctness of putting on kimono. Further study is needed to develop an intervention for improving "fluency" (Binder, 1996) of putting on kimono, that is, improving the speed as well as the accuracy of putting on kimono.