Akiko Terasaka

type:Article 本研究は,研究知見に基づいて提唱された問題行動を起こりにくくする能動的な学級経営法について,教員養成課程の学生を対象にトレーニングを行い,その効果を学生の学級経営に対する効力感の変化から検討したものである。講座は教員養成課程の最終年度に開講される「教職実践演習」の一部の選択科目として行われ,5回の授業で構成された。結果から,トレーニング後に学級経営に対する効力感が有意に上昇し,且つ同時期に他の講座を受講したコントロール群との比較においても有意な差が認められた。また,効力感の変化とトレーニング内容の主観的理解度の間に相関があることが示された。 This study examined effectiveness of the classroom management training for pre-service teachers on their teacher efficacy. The training sessions was held as a selective short course at the final year of the undergraduate teacher education program. Results showed that teacher efficacy significantly increased after the training sessions. Also, teacher efficacy of the training group was significantly higher than the control group who attended another selective short course on an unrelated topic. The increase of efficacy in the training group was correlated with the subjective comprehension level of the training contents.

type:Article 本研究は感覚処理感受性の高い児童が困難を感じやすいと推測される具体的な学校場面を明らかにすることを目的として行なわれた。研究1では感覚処理感受性の高い大学生5名を対象としたフォーカスグループ・ミーティングにより小学生時に困難を感じた具体的な学校場面を明らかにした。研究2では大学生を対象としたアンケート調査によりこれらの場面における回想された苦痛度と現在の感覚処理感受性の高さとの関連を検討した。44項目中32項目で苦痛度と感覚処理感受性得点との相関が有意であり,うち感覚処理感受性高群で苦痛度の高かった17項目の因子分析から,困難場面には「心理社会的刺激に関する困難」と「物理的刺激に関する困難」の2つの側面があることが示唆された。 This study aimed to delineate potentially difficult school situations for children with high sensory processing sensitivity. Study 1 conducted a focus-group meeting targeting five undergraduate students with high sensory processing sensitivity to find specific school situations which they used to find difficult at elementary school. In study 2, 112 undergraduate students participated in the survey to examine the relation between recalled distress under these school situations and the current sensory processing sensitivity. Results showed that correlations between distress and scecory processing sensitivity were significant for 32 out of 44 items, and among those, students with high sensory processing sensitivity scored high distress on 17 items. An exploratory factor analysis suggested that there are psychosocial and physical aspects among these difficult school situations.

type:論文(Article) 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。

type:論文(Article) 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。

type:論文(Article)

There 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).

BACKGROUND: 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.

This study developed the Japanese version of the Multidimensional School Anger Inventory (MSAI; Smith & Furlong, 1998). The MSAI was devised to assess anger in the school context from a multidimensional perspective, which includes Anger Experience (affective component), Cynical Attitude (cognitive component), Destructive Expression and Positive Coping (behavioral component). The responses of 3 443 students from elementary to high school, age 10 to 17 on the Japanese version of the MSAI were used in the analyses. Exploratory and confirmatory factor analysis identified that the four-factor structure of the J-MSAI was the same as for the original MSAI. The reliability of the scale was supported by internal consistency and test-retest stability for the subscales. The construct validity of the scale was supported by cross-instrument correlations. Furthermore, the results showed that junior high and high school students had higher scores for Cynical Attitude than elementary school students, whereas developmental level had little effect on Anger Experience and Destructive Expression.

Anger-related problems have been drawing public attention for the last couple of decades. Research and practice have been conducted toward such problems; it is, however, not yet clear that what type of practice is appropriate to what type of children. There is a need to tailor the prevention and intervention program according to children's individual needs. This article describes the importance of the classificational understanding of anger among children, and develops an empirically-based typology of anger for Japanese children, using multi-variables including chronic anger (hostility and irritability), anger experience, destructive expression, and positive coping. Survey is carried out at two points of time, in elementary school and in junior high school, for the same population. Seven subtypes are considered to be appropriate by two-stage clustering procedure, hierarchical and K-means; they are labeled as "Extreme Anger subtype", "Prosocial subtype", "Socialized-Aggressive subtype", "Suppressive subtype", "High-Arousal Low-Coping subtype", "Hostile/Irritable subtype", and "Low-Arousal High-Coping subtype". Four of these subtypes found in this study show similar profile patterns as the ones in the previous study in the literature. Also, significant difference on depressive mood among these clusters is found. Finally, prevention and intervention approaches for each subtype are suggested.