Osaka Kyoiku University Researcher Information
日本語 | English
Curriculum Vitaes
Profile Information
- Affiliation
- Associate Professor, Division of General Education, Osaka Kyoiku University
- Degree
- Ph.D.(2011, Kyushu University)
- Researcher number
- 10760176
- J-GLOBAL ID
- 202001020611451730
- researchmap Member ID
- R000013566
- External link
Research Areas
2Research History
7-
Apr, 2021 - Present
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Apr, 2018 - Mar, 2021
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Apr, 2015 - Mar, 2018
Education
4-
Apr, 2004 - Mar, 2008
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Apr, 2002 - Mar, 2004
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Apr, 1998 - Mar, 2002
Committee Memberships
2-
Jan, 2024 - Present
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Dec, 2015 - Dec, 2018
Papers
31-
JAPANESE JOURNAL OF RESEARCH ON EMOTIONS, 31(1) 21-27, Mar 30, 2024 Peer-reviewed
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大阪教育大学紀要. 総合教育科学, 72 245-257, Feb 29, 2024 Peer-reviewedLead author
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大阪教育大学紀要. 総合教育科学, 71 377-391, Feb 28, 2023 Peer-reviewedLast authorCorresponding author
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心理臨床学研究, 40(1) 74-79, Apr, 2022 Peer-reviewed
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佐賀大学大学院学校教育学研究科紀要, 6 82-101, Mar, 2022中学生に対するストレスマネジメント教育およびソーシャルスキル教育について,2012 年から2021 年末の間に国内の学術雑誌に掲載された実践研究の動向をまとめた。ストレスマネジメント教育は,様々な学年を対象とし,保健体育や総合的な学習の時間を中心に,主に概念教育とリラクセーション技法が実施されていた。ソーシャルスキル教育については,1 年生を対象に主として道徳や総合的な学習の時間に実施されており,「聴き方」や「アサーション」に関する実践が多かった。
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佐賀大学大学院学校教育学研究科紀要, 6 72-81, Mar, 2022本研究は,子ども用怒りの対処尺度を開発することを目的に行われたものである。小学5,6年生162 名(男子78名,女子84名)と中学1から3年生503 名(男子248名,女子255名)の合計665名分の質問紙のデータが分析において使用された。探索的因子分析および確認的因子分析を行った結果,7 因子構造が妥当であると判断された(問題解決思考,笑いへの転化,肯定的解釈,サポート希求,身体的沈静化,認知的回避および表出抑制)。これらの因子は,良好な内的一貫性(ω係数=.73―.88)と良好な再検査信頼性(r=.57―.77)を示した。そして,基準関連的尺度との相関関係の分析などにより,尺度の妥当性も確認された。学校段階および性別の分析を行った結果,認知的回避を除いたすべての下位尺度について,中学生の方が小学生と比較して,わずかに得点が高かった。また,笑いへの転化については男子の方が女子よりわずかに得点が高かった。その一方で,サポート希求に関しては,女子の方が男子より得点が高かった。
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発達心理学研究, 32(4), Dec, 2021 Peer-reviewedLead authorCorresponding author
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大阪教育大学紀要 総合教育科学, 69 313-326, Feb, 2021 Lead authorCorresponding author
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佐賀大学大学院学校教育学研究科研究紀要, 4 30-39, Mar, 2020type:論文(Article)
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PLoS ONE, 13(5) e0196272, May 15, 2018 Peer-reviewedThere is little evidence regarding the effects of individual and group intervention for children with autism spectrum disorder (ASD) on important outcomes. We performed meta-analyses using a random effects model to investigate the effectiveness of the individual and group intervention studies and to compare the effectiveness of these two types if possible. The main analysis which excluded studies at a high risk of bias (Analysis I) included 14 randomised controlled trials targeting children with ASD≤6 years of age (594 children). The results suggested that both individual and group interventions showed significant effects compared to the control condition on "reciprocity of social interaction towards others" (standard mean difference[SMD] [95%confidence interval{CI}] = 0.59[0.25, 0.93], p = 0.16; 0.45[0.02, 0.88], p = 0.39, respectively). Only individual interventions showed significant effects compared to the control condition on "parental synchrony" (SMD [95%CI] = 0.99 [0.70, 1.29], p<0.01). Our results showed no significant differences between individual and group interventions in effects on "autism general symptoms" (no study available for group intervention), "developmental quotient" (no study available for group intervention), "expressive language" (p = 0.56), "receptive language" (p = 0.29), "reciprocity of social interaction towards others" (p = 0.62), or "adaptive behaviour" (p = 0.43). We also performed sensitivity analyses including studies that had been excluded due to being at a high risk of potential bias (Analysis II). The results suggested that "reciprocity of social interactions towards others" showed significant effects for individual intervention compared to the control condition (0.50[0.31,0.69], p<0.001) but not for group intervention (0.23[-0.33, 0.78], p = 0.42). Individual intervention also showed significant effects on "parental synchrony" (0.98[0.30,1.66], p = 0.005) in the sensitivity analysis. The results also suggested no significant difference on all the outcomes between the individual and group interventions. We also reanalysed the data using cluster-robust standard errors as sensitivity analyses (Analysis III). Analysis III showed no significant effects in the intervention condition compared to the control condition on all the outcomes for both individual and group interventions. When Analysis II was reanalysed using cluster-robust standard errors (Analysis IV), individual interventions showed significant effects compared to the control condition on "reciprocity of social interaction towards others" and "parental synchrony" (mean estimate[95%CI], robust standard error, p = 0.50[0.20, 0.81], 0.13, 0.006; and 1.06[0.08, 2.05], 0.42, 0.04, respectively), and none of the outcomes showed significant effects under the intervention condition compared to the control condition for group interventions. The discrepancies in the results between the main analysis (Analysis I) and the sensitivity analyses (Analyses II, III, and IV) may be due to the small number of included studies. Since the outcome of "reciprocity of social interaction towards others" can be a dependent variable that is usually measured in a context-bound setting with the child's parent, we cannot conclude that individual interventions for pre-school children with ASD have significant effects on generalised skills for engaging in reciprocal interactions with others, even if the interventions have significant effects on the outcome. However, the outcomes of "reciprocity of social interaction towards others" may be promising targets for both individual and group interventions involving pre-school children with ASD. "Parental synchrony" may also be a promising target for individual interventions. TRIAL REGISTRATION: (CRD42011001349).
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PLoS ONE, 12(12) e0186502, Dec 6, 2017 Peer-reviewedBACKGROUND: There has an increasing number of published trials on psychosocial intervention programmes for pre-school children with autism spectrum disorder (ASD). To achieve better quality of unbiased evidence for the effectiveness of ASD interventions, it is necessary to conduct a comprehensive review that covers studies with adequate quality standards, such as randomised controlled trials (RCTs), and different types of intervention In this study, we categorize interventions for ASD as behavioural, social-communication focused, and multimodal developmental based on Howlin's classification of early interventions for children with ASD. The aim of this study was to compare these three models and investigate the strengths and weaknesses of each type of intervention and to identify the approaches that contribute to a successful outcome for children with autism. METHODS: We performed a systematic review and meta-analysis. We included RCTs targeting children with ASD 6 years old or younger. A random effects model was used to present the effect estimate for the outcomes. This study also performed combined meta-analyses of all the three models to investigate the overall effectiveness of the intervention programmes. RESULTS: 32 randomized controlled studies were found to be eligible for inclusion. The synthesized data included 594 children from 14 RCTs. There was no statistically significant difference in the effects on autism general symptoms between the social-communication-focused model and the multimodal developmental model (p = 0.83). The results suggest that there is evidence of an effect on 'reciprocity of social interaction towards others' (standard mean difference [95% confidential interval] = 0.53[0.29,0.78], p<0.01) and 'parental synchrony' (SMD = 0.99[0.70,1.29], p<0.01). CONCLUSION: The small number of studies included in the present study limited the ability to make inferences when comparing the three models and investigating the strengths and weaknesses of each type of intervention with respect to important outcomes. Since the outcome of 'reciprocity of social interaction towards others' could be a dependent variable that might be context-bound to interactions with the child's parent, we cannot conclude the interventions for pre-school children with ASD have significant effects on a generalized skill to engage in reciprocal interactions with others. However, the outcomes of 'reciprocity of social interaction towards others' and 'parental synchrony' may be promising targets for interventions involving pre-school children with ASD. TRIAL REGISTRATION: Prospero CRD42011001349.
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International Journal of Child, Youth and Family Studies, 6 111-133, Jan, 2015 Peer-reviewedLead author
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International Journal of School & Educational Psychology, 1 20-35, Jan, 2013 Peer-reviewed
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横浜国立大学大学院教育学研究科教育相談・支援総合センター紀要, 2 65-83, Oct, 2002 Peer-reviewedLead author
Misc.
1Major Books and Other Publications
2Presentations
16Professional Memberships
6Research Projects
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科学研究費助成事業 基盤研究(C), 日本学術振興会, Apr, 2022 - Mar, 2026
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科学研究費助成事業 基盤研究(C), 日本学術振興会, Apr, 2022 - Mar, 2025
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科学研究費助成事業 基盤研究(C), 日本学術振興会, Apr, 2021 - Mar, 2024
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科学研究費助成事業 若手研究(B), 日本学術振興会, Apr, 2017 - Mar, 2023
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2018 - Mar, 2023