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  2. Wataru Noda

Wataru Noda

  (野田 航)

Profile Information

Affiliation
Associate Professor, Division of General Education, Osaka Kyoiku University
Degree
学士（文学）(関西学院大学)
修士（心理学）(関西学院大学)
博士（心理学）(関西学院大学)
Researcher number
70611440
J-GLOBAL ID
201401001336915044
researchmap Member ID
B000241357
External link

Research Interests

 10

Research Areas

 1

Research History

 5

Education

 3

Committee Memberships

 13
More

Awards

 2

Papers

 56
  • Noda, Wataru, Ohkubo, Kenichi, Tanaka, Yoshihiro, Otsui, Kanako, Niwayama, Kazuki, Hitokoto, Hidefumi
    International Journal of Positive Behavioural Support, 15(2) 4-14, Sep, 2025  Peer-reviewedLead authorCorresponding author
  • Keiichi Kurose, Wataru Noda
    Japanese Journal of Learning Disabilities, 31(1) 46-57, Feb 25, 2022  Peer-reviewed
  • Ohkubo, K., Tsukimoto, H., Otsui, K., Tanaka, Y, Noda, W, Niwayama, K.
    International Journal of Positive Behavioural Support, 12 4-18, 2022  Peer-reviewedInvited
  • Otsui, K., Niwayama, K., Ohkubo, K., Tanaka, Y., Noda, W.
    International Journal of Positive Behavioural Support, 12 19-28, 2022  Peer-reviewedInvited
  • Noda Wataru, Ishizuka Yuka, Ishikawa Natsumi, Miyazaki Yu, Yamamoto Junichi
    Japanese Journal of Behavioral and Cognitive Therapies, 47(2) 1-13, 2021  Peer-reviewedLead authorCorresponding author
    The demand for the educational practices using information and communication technology in Japanese schools and the widespread of COVID-19 infection require the development of effective distance learning support. This study aimed to examine the effectiveness and social validity of distance learning support for reading Kanji using stimulus pairing procedures in two students with developmental disabilities. For this purpose, in Case I, we supported the child’s independent learning via video meetings and e-mails, and in Case Ⅱ, we used only video meetings. In both cases, we used a multiple probe design to examine the effects of the interventions. We measured the percentage of Kanji words read correctly throughout the study. The results indicated that the percentage of Kanji words read correctly improved in both cases. In addition, participants and their parents rated the distance learning support as excellent. However, there were some problems in maintaining the intervention effect in Case I. Future issues such as improving the maintenance of the intervention effect, examining the generalization of the intervention effect, and the procedural fidelity were discussed.
  • Wataru Noda
    Japanese Journal of Behavior Analysis, 34(2) 198-210, Mar, 2020  Peer-reviewedLead authorCorresponding author
    School-wide positive behavior support (SWPBS) and response to intervention (RTI) are widely researched evidence-based practices in schools in the United States. Although academic response to intervention has been introduced little by little in Japanese special needs education, only a small amount of practical research based on response to intervention has been done. Response to intervention has many components in common with school-wide positive behavior support and is closely related to behavior analysis, however, these relationships have rarely been referred to in Japanese academic journals. The present article describes the core components of response to intervention (multi-tiered prevention system, screening, progress monitoring, data-based decision making) and conceptualizes some response to intervention components (data-based decision making and teaming) as a process of establishing stimulus control of teachers’ behavior. The recent development of multi-tiered system of support (MTSS), a framework that integrates response to intervention and school-wide positive behavior support, is also described. Finally, future directions toward a system level approach for school reform in Japan are discussed in terms of behavioral contingencies inside and outside schools.
  • KENICHI OHKUBO, HAZUMU TSUKIMOTO, KANAKO OTSUI, YOSHIHIRO TANAKA, WATARU NODA, KAZUKI NIWAYAMA
    Japanese Journal of Behavior Analysis, 34(2) 244-257, Mar, 2020  Peer-reviewed
    Study objectives: To implement Tier 1 support of school-wide positive behavior support (SWPBS) and to examine its effectiveness and social validity. Design: AB design. Setting: One public elementary school. Participants: All school personnel and all students at the school. Intervention: A positive behavior matrix was developed, and behavior support plans for each target behavior were developed and implemented. Measures: A tally of the number of students engaged in the targeted behaviors, and data obtained using an interval recording method. In addition, a rating scale was administered 3 times, and the average scores of all students at each administration were compared. Social validity data were collected using a questionnaire. Results: The target behaviors increased after the intervention, and scores on the rating scale improved, suggesting a certain social validity. Conclusion: The results suggest that the Tier 1 support implemented in the present study was effective and had acceptable social validity. However, several challenges were identified, including problems with team management and with moving to Tiers 2 and 3 support, as determined by the data and the reliability of the data.
  • Wataru Noda
    LD研究, 29(1) 45-56, Feb, 2020  Peer-reviewedLead authorCorresponding author
    The reliability and validity of the mathematics curriculum-based measurement (M-CBM) were investigated in Japanese elementary school students. Elementary school students from grade 1-6 participated in study 1. The classroom teachers administered M-CBM three times at the end of each term and mathematics achievement test (Norm-Referenced Test in mathematics: Tatsuno et al., 2009) at the end of the third term. Results demonstrated that the scores of M-CBM increased across time, and the M-CBM scores significantly correlated with mathematics achievement test score. These results suggest that the M-CBM is sensitive to change, and has high concurrent, and predictive validity. In study 2, the author examined the test-retest reliability (one week) and the alternate form reliability of the M-CBM in elementary school students. Results indicated that the test-retest reliability and the alternate form reliability were sufficiently high. It is concluded that the M-CBM can be used with Japanese elementary school students as a screening and progress monitoring tool.
  • Wataru Noda
    Japanese Journal of Learning Disability, 29(4) 237-244, 2020  Peer-reviewedLead authorCorresponding author
  • 野田 航, 吉田 雅幸
    LD研究 = Japanese journal of learning disabilities, 27(3) 331-339, Aug, 2018  Peer-reviewedLead authorCorresponding author
  • Murayama Yasuo, Ito Hiroyuki, Nakajima Shunji, Hamada Megumi, Katagiri Masatoshi, Tanaka Yoshihiro, Takayanagi Nobuya, Noda Wataru, Tsujii Masatsugu
    Journal of Health Psychology Research, 31(1) 31-41, Aug 1, 2018  Peer-reviewed
    <p>Bullying is a major problem in schools. Many studies conducted in the U.S. and Europe have indicated relationships between parenting behaviors and bullying and peer victimization. However, only a few studies in Japan have investigated these relationships. Therefore, the study examined associations between parenting behaviors and experiences of bullying and victimization in all elementary and junior-high schools students in a suburban Japanese city. Parents assessed their parenting behaviors and the degree of their children's experience of bullying behaviors or victimization in the last year using parent-reported measures. Multinomial logistic regression analysis indicated that parental involvement and monitoring was associated with experiences of victimization at school. Furthermore, negative parenting behaviors, especially rigid discipline, was related to all experiences of bullying, including the bully, the victim, and the bully-victim. These findings suggest that the improvement of parenting behaviors could prevent children and adolescents from bullying other students or being victimized at schools.</p>
  • Noda Wataru, Tsujii Masatsugu, Ito Hiroyuki, Hamada Megumi, Uemiya Ai, Katagiri Masatoshi, Takayanagi Nobuya, Nakajima Syunji, Murayama Yasuo, Myogan Mitsunori
    JJDP, 27(2) 158-166, Jun 20, 2018  Peer-reviewedLead authorCorresponding author
    <p>The present study investigated the stability of aggression by analyzing five-year longitudinal data of elementary and junior high school students in one suburban Japanese city. Approximately 2,500 students (3rd grade through 9th grade) participated in this study. The latent trait-state model (Cole & Maxwell, 2009) with multiple group analysis was conducted to analyze the five-year three cohort data. The authors measured aggression with the Hostility-Aggression Questionnaire for Children (Sakai et al., 2000). Results showed that the trait-state model was best fitted to aggression, indicating that both the trait factor and an autoregressive occasion factor contributed to the degree of aggression. The data also indicated that the trait component explained the state of aggression moderately well, although there were sex differences for this result. In addition, the effect of the trait component on aggression increased with grade level. This finding suggests that the individual differences in aggression become fixed during late elementary school and junior high school.</p>
  • NODA WATARU
    The Annual Report of Educational Psychology in Japan, 57 179-191, 2018  Peer-reviewedInvitedLead authorCorresponding author
    <p>  An increasing number of educational research and practices regarding applied behavior analysis has been conducted in Japanese educational settings. However, few studies have addressed behavioral instruction for academic skills in Japan. This paper presents current applied behavior analytic studies for academic skills instruction. First, a behavior analytic account of academic problems is presented. Second, studies on academic instruction in Japan and the United States during the past decade are reviewed. Third, an instructional model developed through the collaboration with applied behavior analysis such as Direct Instruction and response to intervention are presented. Finally, some issues that should be addressed to facilitate applied behavior analytic studies for academic skills instruction are suggested.</p>
  • Noda, W., Tanaka-Matsumi, J.
    Psychology, 8 2377-2389, Dec, 2017  Peer-reviewedLead authorCorresponding author
  • 野田航, 豊永博子
    行動分析学研究, 31(2) 153‐162-162, Feb 15, 2017  Peer-reviewedLead authorCorresponding author
    <p><i>Study objective:</i> The present study examined the generalization and social validity of a stimulus pairing procedure used to teach 2 elementary school students with intellectual disabilities to read kanji. <i>Design:</i> Multiple-probe design across materials. <i>Setting:</i> A classroom for students with special needs in a Japanese public elementary school. <i>Participants:</i> 2 elementary school students with intellectual disabilities. <i>Intervention:</i> In the stimulus pairing procedure, kanji words and spoken sounds were simultaneously presented for 2 sec, followed by corresponding pictures for 2 sec. Students were required to repeat the spoken sounds immediately. <i>Measure:</i> Percentage of correctly read kanji words. <i>Results:</i> The percentage of kanji words read correctly by both students increased during the stimulus pairing procedure and was maintained for about 10 days. In addition, the students' kanji reading skill generalized to reading sentences in a passage. Despite some individual differences, teachers' ratings of the acceptability of the intervention were good. <i>Conclusions</i>: The stimulus pairing procedure was effective for teaching kanji reading to elementary school students with intellectual disabilities, and it was applicable to a school setting.</p>
  • 浜田 恵, 伊藤 大幸, 田中 善大, 高柳 伸哉, 片桐 正敏, 中島 俊思, 村山 恭朗, 野田 航, 辻井 正次
    小児の精神と神経 = Psychiatria et neurologia paediatrica Japonica : 日本小児精神神経学会機関誌, 56(1) 47-56, Apr 1, 2016  Peer-reviewed
  • 伊藤大幸, 野田航, 中島俊思, 田中善大, 浜田恵, 片桐正敏, 高柳伸哉, 村山恭朗, 辻井正次
    発達心理学研究, 27(1) 59-71, Mar 20, 2016  Peer-reviewed
    We examined the extent to which developmental appraisal by nursery teachers predicts psychosocial maladaptation in elementary school, and developed the Developmental Scale for Nursery Record (DSNR). A 7-year longitudinal investigation was conducted on 2,400 children from all day nursery and elementary schools in a suburban Japanese city. Nursery school teachers used the Nursery Teacher's Rating Development Scale for Children (NDSC) to assess children's development. Multiple regression analysis revealed that externalizing problems were predicted by tendencies of attention deficit/hyperactivity disorder (hyperactivity and inattention), while internalizing problems were predicted by tendencies of autism spectrum disorder (sociality, flexibility, and communication) and tendencies of developmental coordination disorder (gross motor control). Academic performance was influenced by tendencies of the three disorders (inattention, communication, and fine motor control). Item-level analysis identified 35 items that contributed to the prediction of psychosocial maladaptation, and these items were assigned to the DSNR. Confirmatory factor analysis indicated that the DSNR had optimal levels of reliability and factorial validity. Despite substantial reduction of the number of items, the DSNR showed as much predictive accuracy as did the original NDSC.
  • Hiroyuki Ito, Yasuo Murayama, Masatoshi Katagiri, Syunji Nakajima, Megumi Hamada, Yoshihiro Tanaka, Wataru Noda, Nobuya Takayanagi, Masatsugu Tsujii
    Japanese Journal of Educational Psychology, 64(2) 170-183, 2016  Peer-reviewed
  • 田中善大, 伊藤大幸, 村山恭朗, 野田航, 中島俊思, 浜田恵, 片桐正敏, 高柳伸哉, 辻井正次
    発達心理学研究, 26(4) 332-343, Dec 20, 2015  Peer-reviewed
    This study investigated the relationship between experiences of bullying and victimization with the traits of autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) in nursery school, elementary school, and junior high school children in one Japanese city. The parents of 8,396 toddlers and 1<sub>st</sub>–9<sub>th</sub> grade youngsters completed questionnaires. They assessed their children's ASD and ADHD traits and various forms of bullying and victimization experienced by their children during the past year. Ordinal logistic regression analysis showed that both ASD and ADHD traits were associated with all forms of bullying and victimization. Controlling for the effects of other independent variables, ASD traits were associated with all forms of victimization, whereas ADHD traits were associated with all forms of bullying and victimization except physical victimization. In addition, ASD traits indicated more potent effects on victimization than ADHD traits. Finally, ASD and ADHD traits differed in interaction effects for grade and gender.
  • KATAGIRI MASATOSHI, ITO HIROYUKI, NAKAJIMA SHUNJI, TANAKA YOSHIHIRO, NODA WATARU, HAMADA MEGUMI, MURAYAMA YASUO, TAKAYANAGI NOBUYA, TSUJII MASATSUGU
    小児の精神と神経, 55(2) 117-126, Jul 1, 2015  Peer-reviewed
  • MURAYAMA YASUO, ITO HIROYUKI, HAMADA MEGUMI, NAKAJIMA SHUNJI, NODA WATARU, KATAGIRI MASATOSHI, TAKAYANAGI NOBUYA, TANAKA YOSHIHIRO, TSUJII MASATSUGU
    発達心理学研究, 26(1) 13-22, Mar 20, 2015  Peer-reviewed
    Although previous studies in Japan have reported on the prevalence of bullying behaviors and peer victimization, little is known about the severity of internalizing and externalizing problems exhibited by students in Japan. The purpose of the present study was to investigate the relationships of bullying and/or victimization with internalizing and externalizing problems. Students (<i>N</i>＝4,936, grades 4–9) completed a series of self-report questionnaires that assessed bullying behaviors, victimization, depression, self-harm, aggression, and delinquency. In addition, class teachers rated students' absenteeism, i.e., how many days students were absent during the previous spring term. The results indicated that about 10% of the students had experienced bullying or victimization more than once a week. Rational and verbal bullying reportedly occurred more frequently than other types of bullying. Compared to students who were not involved with bullying and victimization, victimized students more frequently reported elevated depression and self-harm. Furthermore, it was shown that students who bullied peers self-reported more aggression, and delinquent behavior was indicated by a higher percentage of those who had experienced both bullying of other students and peer victimization.
  • NAKAJIMA SHUNJI, ONISHI MASASHI, ITO HIROYUKI, TAKAYANAGI NOBUYA, NODA WATARU, HARADA ARATA, TANAKA YOSHIHIRO, MOCHIZUKI NAOTO, OTAKE SATOKO, TSUJII MASATSUGU
    小児の精神と神経, 54(4) 345-355, Jan 1, 2015  Peer-reviewed
  • MURAYAMA YASUO, ITO HIROYUKI, TAKAYANAGI NOBUYA, MATSUMOTO KAORI, TANAKA YOSHIHIRO, NODA WATARU, MOCHIZUKI NAOTO, NAKAJIMA SHUNJI, TSUJII MASATSUGU
    発達心理学研究, 25(4) 477-488, Dec 20, 2014  Peer-reviewed
    Response styles may prolong and increase depression among children and adolescents. The purpose of the current study was to develop a Response Styles Questionnaire for Middle School Students (RSQ-MS), based on data from a sample of 4th through 9th grade school children (<i>N</i>＝5,217). Drawing on previous questionnaires which measured responses styles, a total 16 items were generated that were assumed to represent four factors: Rumination, Problem-Solving, Escape from Thinking, and Distraction. As predicted, the results of an exploratory factor analysis indicated that four factors could be derived from the RSQ-MS. Correlations among these factors were similar to the correlations found in previous related studies, and the subscales of the RSQ-MS exhibited acceptable levels of Cronbach's <i>alpha</i>. In addition, the Rumination subscale was positively correlated with depression and aggression, and the Problem-Solving and Distraction subscales were negatively correlated with depression and aggression. These results were in line with the results of past research, which suggests that the RSQ-MS has strong construct validity.
  • 大嶽 さと子, 伊藤 大幸, 野田 航
    小児の精神と神経 = Psychiatria et neurologia paediatrica Japonica : 日本小児精神神経学会機関誌, 54(3) 209-219, Oct 1, 2014  Peer-reviewed
  • Ito Hiroyuki, Nakajima Syunji, Mochizuki Naoto, Takayanagi Nobuya, Tanaka Yoshihiro, Matsumoto Kaori, Ohtake Satoko, Harada Shin, Noda Wataru, Tsujii Masatsugu
    The Japanese Journal of Developmental Psychology, 25(3) 221-231, Sep, 2014  Peer-reviewed
    This study identified 7 subordinate concepts of parenting behaviors (involvement, positive responsivity, monitoring, respect for will, overprotection, inconsistency, and harsh discipline) based on factor structures of existing scales and findings from a meta-analysis. It also developed an inclusive scale to evaluate all of these concepts. Confirmatory factor analysis on a large dataset from 7,208 children (grades 1 to 9) supported a 6-factor model where Involvement and Monitoring were integrated, suggesting that the scale can generally be evaluated, assumed subordinate concepts of parenting. A second-order factor model, wherein these 6 factors were assumed to be explained by 2 second-order factors (Positive Parenting and Negative Parenting), was superior to a model based on expert classifications and the first-order factor model which did not assume second-order factors in terms of fit and parsimony. Consistent with previous findings, Positive Parenting and its subscales correlated with children's prosocial behavior and externalizing problems. Negative Parenting and its subscales correlated with children's internalizing and externalizing problems. These results substantiated the construct validity of the scale.
  • 野田 航, 萩原 拓, 鈴木 勝昭
    Asp heart : 広汎性発達障害の明日のために, 13(1) 154-159, Sep, 2014  Peer-reviewedLead authorCorresponding author
  • Tanaka Yoshihiro, Ito Hiroyuki, Noda Wataru, Takayanagi Nobuya, Harada Shin, Mochizuki Naoto, Ohtake Satoko, Tsujii Masatsugu
    保育学研究, 52(1) 80-89, Aug 31, 2014  Peer-reviewed
    This study investigated the effectiveness of the Nursery School Teacher Rating Developmental Scale for Children-Revised Version (NDSC-R) to predict children's adaptation and maladaptation in elementary school. There were two kinds of data available for 783 children in 2 cohort studies: the NDSC-R, completed by nursery school teachers, and the Strengths and Difficulties Questionnaire (SDQ), completed by elementary school teachers. The SDQ of the first cohort study (414 children) was conducted in the first grade and the SDQ of the second cohort study (369 children) was conducted in the fourth grade. Multiple linear regression analyses and risk analyses indicated that subscale scores of the NDSC-R were predictive of each subscale scores and the total difficulties score of the SDQ in first grade and fourth grade.
  • ITO HIROYUKI, TANAKA YOSHIHIRO, MURAYAMA YASUO, NAKAJIMA SHUNJI, TAKAYANAGI NOBUYA, NODA WATARU, MOCHIZUKI NAOTO, MATSUMOTO KAORI, TSUJII MASATSUGU
    精神医学, 56(8) 699-708, Aug 15, 2014  Peer-reviewed
  • Hiroyuki Ito, Kaori Matsumoto, Nobuya Takayanagi, Shin Harada, Satoko Ohtake, Naoto Mochizuki, Syunji Nakajima, Wataru Noda, Yoshihiro Tanaka, Masatsugu Tsujii
    Shinrigaku Kenkyu, 85(3) 304-312, Aug 1, 2014  Peer-reviewed
  • 田中 善大, 野田 航, 恵藤 絢香
    小児の精神と神経 = Psychiatria et neurologia paediatrica Japonica : 日本小児精神神経学会機関誌, 54(2) 175-183, Jul 1, 2014  Peer-reviewed
  • TANAKA YOSHIHIRO, ITO HIROYUKI, TAKAYANAGI NOBUYA, HARADA SHIN, NODA WATARU, OTAKE SATOKO, NAKAJIMA SHUNJI, MOCHIZUKI NAOTO, TSUJII MASATSUGU
    精神医学, 56(6) 501-510, Jun 15, 2014  Peer-reviewed
  • HARADA SHIN, ITO HIROYUKI, MOCHIZUKI NAOTO, NAKAJIMA SHUNJI, NODA WATARU, TAKAYANAGI NOBUYA, TANAKA YOSHIHIRO, OTAKE SATOKO, TSUJII MASATSUGU
    小児の精神と神経, 54(1) 17-28, Apr 1, 2014  Peer-reviewed
  • 田中善大, 伊藤大幸, 高柳伸哉, 原田新, 染木史緒, 野田航, 大嶽さと子, 中島俊思, 望月直人, 辻井正次
    発達心理学研究, 25(1) 58-66, Mar 20, 2014  Peer-reviewed
    This study investigated relations between scores on the Nursery Teachers Rating Development Scale for Children (NDSC) and school adaptation, as well as the predictability of school adaptation based on NDSC scores. Two kinds of data were available for 386 toddlers: the NDSC as completed by nursery school teachers in the previous academic year at nursery school, and the Teachers Rating School Adaptation Scale for Elementary School Students-All Student Version (TSSA-EA) completed by elementary school teachers six months after these children finished nursery school. Analyses of correlations between the NDSC and TSSA-EA revealed a relation between the NDSC scores and school adaptation. Multiple linear regression analyses and risk analyses indicated that the subscales of the NDSC predicted the following subscales of the TSSA-EA: Academic Problems, Psychosomatic Problems, Interpersonal Problems, and Emotional Problems.
  • Noda, W., Tanaka-Matsumi, J.
    Journal of Special Education Research, 2(2) 71-79, Feb, 2014  Peer-reviewedLead authorCorresponding author
    We examined the impact of three-tiered instruction on multiplication facts for Japanese second-grade public 
elementary students (N=59). In Tier 1 (about three months), all students received regular classroom instruction from their classroom teachers. We monitored the accuracy and fluency of their performance on multiplication facts. In Tier 2 (about one month), teachers conducted a 10-minute supplemental instruction (flash card practice) (n=17). In Tier 3 (about three weeks), students (n=5) practiced multiplication facts through the "cover-copy-compare" method and a timed trial procedure. We calculated the percentage of correctly answered problems and assessed the number of correct and incorrect problems per minute in 1-minute timed trials. A multiple probe design across instructional materials was used to evaluate the effect of Tier 3 instruction. Fifty-three of the 59 students demonstrated mastery of all multiplication facts during Tier 1 and Tier 2. However, the remaining six students including one who did not complete the study did not master all multiplication facts in Tier 3. Results of this study suggest concrete practical issues that should be addressed in future practical research.
  • MOCHIZUKI NAOTO, ITO HIROYUKI, HARADA SHIN, NODA WATARU, MATSUMOTO KAORI, TAKAYANAGI NOBUYA, NAKAJIMA SHUNJI, OTAKE SATOKO, TANAKA YOSHIHIRO, TSUJII MASATSUGU
    精神医学, 56(1) 4-11, Jan 15, 2014  Peer-reviewed
  • NODA Wataru, TANAKA-MATSUMI Junko
    The Japanese Journal of Special Education, 52(4) 287-296, 2014  Peer-reviewedLead authorCorresponding author
    The present study examined the impact of behavioral instruction on 2 second-grade students' fluency with multiplication facts. The participants were public elementary school students who had difficulty in learning multiplication facts. After-school instructional sessions were conducted twice a week. The instructional package consisted of the "Cover-Copy-Compare" method (Skinner, Turco, Beatty, & Rasavage, 1989) and a timed-trial procedure with goal setting and feedback. First, each student learned multiplication facts with the Cover-Copy-Compare method. Then, they practiced them in 30-second timed trials with goal setting and feedback. If they beat their previous score, they received stickers that they liked. The number of correct and incorrect problems in these trials was recorded. A multiple probe design across 3 sets of instructional materials was used to evaluate the impact of the behavioral instruction. The results showed that both students increased their fluency with multiplication facts. However, 1 student's degree of improvement was not adequate, even though the instructional materials were modified for that student. The discussion deals with the need for refining instructional procedures and using other experimental designs.
  • HARADA SHIN, ITO HIROYUKI, MOCHIZUKI NAOTO, TANAKA YOSHIHIRO, OTAKE SATOKO, TAKAYANAGI NOBUYA, NAKAJIMA SHUNJI, NODA WATARU, SOMEKI SHIO, TSUJII MASATSUGU
    小児の精神と神経, 53(4) 343-351, Jan 1, 2014  Peer-reviewed
  • 髙柳伸哉, 伊藤大幸, 田中善大, 原田 新, 大嶽さと子, 望月直人, 染木史緒, 野田 航, 中島俊思, 辻井正次
    臨床精神医学, 42(12) 1563-1572, Dec, 2013  Peer-reviewed
  • Noda W., Ito H., Fujita C., Ohnishi M., Takayanagi N., Someki F., Nakajima S., Ohtake S., Mochizuki N., Tsujii M.
    RESEARCH IN DEVELOPMENTAL DISABILITIES, 34(9) 2909-2916, Sep, 2013  Peer-reviewedLead authorCorresponding author
  • ITO HIROYUKI, TANAKA YOSHIHIRO, TAKAYANAGI NOBUYA, OTAKE SATOKO, HARADA SHIN, NAKAJIMA SHUNJI, NODA WATARU, SOMEKI FUMIO, MOCHIZUKI NAOTO, TSUJII MASATSUGU
    精神医学, 55(6) 549-560, Jun 15, 2013  Peer-reviewed
  • Wataru Noda, Ryo Okada, Iori Tani, Masafumi Ohnishi, Naoto Mochizuki, Syunji Nakajima, Masatsugu Tsujii
    Shinrigaku Kenkyu, 84(2) 169-175, Jun, 2013  Peer-reviewed
  • 高柳 伸哉, 伊藤 大幸, 野田 航, 田中 善大, 大嶽 さと子, 染木 史緒, 原田 新, 中島 俊思, 望月 直人, 辻井 正次
    精神医学, 55(4) 355-362, Apr, 2013  Peer-reviewed
  • NAKAJIMA Shunji
    小児の精神と神経, 53(1) 47-57, Apr 1, 2013  Peer-reviewed
  • ITO HIROYUKI, TANAKA YOSHIHIRO, TAKAYANAGI NOBUYA, MOCHIZUKI NAOTO, SOMEKI FUMIO, NODA WATARU, OTAKE SATOKO, NAKAJIMA SHUNJI, HARADA SHIN, TSUJII MASATSUGU
    精神医学, 55(3) 263-272, Mar 15, 2013  Peer-reviewed
  • 野田 航, 伊藤 大幸, 中島 俊思
    臨床精神医学, 42(2) 247-255, Feb 28, 2013  Peer-reviewedLead authorCorresponding author
    小中学生を対象とした日本語版Strengths and Difficulties Questionnaire(SDQ)教師評定フォームの信頼性と妥当性について検討した。公立小学校および公立中学校の小学校1年生から中学校3年生までの児童を対象に調査を実施した。7,777名のデータについて、学級担任から収集することができた。小中学生を対象とした日本版SDQ教師評定フォームは、原版とほぼ同一の因子構造を持ち、十分な内的整合性を有した。学年による違いについては、全体的に小学校5年生前後で高得点のピークとなり、その後得点が低下する傾向が見られた。各下位尺度の標準得点は、性別・学年によって違いが見られた。
  • 野田 航, 伊藤 大幸, 原田 新
    臨床精神医学, 42(1) 119-127, Jan 28, 2013  Peer-reviewedLead authorCorresponding author
    日本語版Strengths and Difficulties Qusetionnaire(SDQ)の項目分析、内的整合性、下位尺度の相互相関、学年別・性別の標準得点とカットオフ値の検討を行った。小学4年生〜中学3年生5,072名を対象に、SDQ自己評価フォームを用いた。5つの各下位尺度のα係数は、0.39〜0.76だった。下位尺度の相互相関はいずれも0.40を下回っており、異なる側面を捉えている結果であった。尺度の標準得点は、問題行動では男子が、向社会的行動では女子が高い得点を示した。情緒不安定では女子が男子よりも高い得点を示した。友人関係問題は学年とともに低下する傾向があった。向社会的行動も学年とともに下降する傾向があった。他の下位尺度においては、一貫した変化は見られなかった。パーセンタイル順位の上位10%(向社会的行動については下位10%)が臨床水準、次の10%が境界水準となるようカットオフ値を設定した。尺度の一定の信頼性と妥当性は確認された。
  • 中島俊思, 伊藤大幸, 大西将史, 高柳伸哉, 大嶽さと子, 染木史緒, 望月直人, 野田航, 林陽子, 瀬野由衣, 辻井正次
    精神医学, 54(9) 911-914, Sep 15, 2012  Peer-reviewed
  • 高柳伸哉, 伊藤大幸, 大嶽さと子, 野田航, 大西将史, 中島俊思
    臨床精神医学, 41(7) 925-932, Jul 28, 2012  Peer-reviewed
    小中学生における欠席行動と抑うつ、攻撃性の関連について検討した。6714名(男子3450名、女子3264名)を対象とした。抑うつについては、Birleson Deression Self-Rating Scale for Childrenの日本語版を用い、攻撃性については、Hostility-Aggression Questionnaire for Childrenの日本語版を用いた。1学期間における欠席日数について、担任教師が実数を記入した。小学校高学年の不登校傾向群が統制群よりも高い抑うつを示した。中学生の多欠席群(4〜9日欠席)と不登校傾向群(10日以上欠席)が統制群よりも高い抑うつを示した。中学生の不登校傾向群は、統制群より高い攻撃性を示した。学年が上がるにつれて欠席行動と抑うつの関連が強くなること、中学生の不登校傾向群に高い攻撃性が関連することが示唆された。
  • OTAKE SATOKO, ITO HIROYUKI, SOMEKI FUMIO, NODA WATARU, HAYASHI YOKO, NAKAJIMA SHUNJI, TAKAYANAGI NOBUYA, SENO YUI, OKADA RYO, TSUJII MASATSUGU
    精神医学, 54(7) 673-680, Jul 15, 2012  Peer-reviewed
  • NODA WATARU, ITO HIROYUKI, FUJITA CHIKAKO, NAKAJIMA SHUNJI, SENO YUI, OKADA RYO, HAYASHI YOKO, TANI IORI, TAKAYANAGI NOBUYA, TSUJII MASATSUGU
    精神医学, 54(4) 383-391, Apr 15, 2012  Peer-reviewedLead authorCorresponding author

Misc.

 24
  • Wataru Noda
    Journal of Practical School Education, 25・26 59-68, Mar, 2024  Lead authorCorresponding author
  • 白樫, 麻紀, 西川, 裕子, 池村, 憂美, 的場, 早紀, 野田, 航
    研究紀要, 2 29-34, Mar 22, 2023  
    type:Article 行動分析学は行動と環境との相互作用という視点で子どもを観察し、より効果的な指導方法を検討しつづける理論からなっている。知的障害があると読みの習得に困難が生じやすいことが予測されるため、より効果的な方法で学ぶことが求められる。しかし個別性の高さや学びにくさがあるため学校現場では読み指導を「いつ、何を、どのように」行えばよいのかを判断することが難しい。行動分析学における刺激等価性という枠組みや文節単位読み手続きを使った読み指導について先行研究を調べたところ、指導の前提としての言語の重要性、苦手部分の迂回学習や指導時間の短縮ができること、複数の刺激を効果的なタイミングや場所や時間で正確に提示できるICT 活用の有効性などが示されていた。また指導の途中でも子どもの反応に応じて介入方法を変更することや、単に特定の文字が読めるだけでなく読み方の方略を学ぶことで般化が促されることも示されていた。先行研究では学童期の子どもが研究対象となっていることが多かったため、中学部、高等部段階での指導効果について今後検討したい。
  • 野田航
    教育実践研究, 16 1-12, 2022  Lead author
    type:Article 本研究の目的は、公立小学校において学校規模ポジティブ行動支援(SWPBS)第1 層支援を実施し、その効果および社会的妥当性を検討することであった。介入手続きとしては、まず、全教職員が協議してポジティブ行動マトリクスを作成し、その中から挨拶行動と話を聞く行動を目標行動とした。次に、各目標行動に対する行動支援計画を作成し実行した。AB デザインによって介入効果を検証した結果、学年毎の効果の違いはあるものの、全体として各目標行動が増加した。また、社会的妥当性に関する質問紙調査の結果、目標行動・手続き・介入効果について一定の妥当性が示された。今後の課題として、より厳密な研究デザインによる効果検証や実行度データの収集、簡便な行動観察方法の開発等が示された。 The purpose of the present study was to examine the effect and social validity of the Tier 1 intervention within the framework of the school-wide positive behavior support(SWPBS)in a Japanese public elementary school. A public elementary school implemented SWPBS for two years in collaboration with an external consultant. As a Tier 1 intervention, school teachers developed a behavior matrix and selected the target behaviors(greeting behavior for first year, and listening behavior for second year). Then, they developed and implemented each behavior support plan. A single- case AB design was used to evaluate the effect of the Tier 1 intervention on each target behavior. The homeroom teachers observed the students' greeting behavior in their class and support staffs observed listening behavior during class. Results showed that greeting behavior and listening behavior were increased and maintained, although there were differences in the effect by grade level. In addition, homeroom teachers rated the social validity of the Tier 1 intervention(target behaviors, procedures, and intervention effects) as highly acceptable. Implications for future research were discussed, including the verification of the reliability of behavioral data, use of more rigorous research design to evaluate the intervention effect, measuring fidelity of the procedure, and the development of a simple behavioral observation method.
  • Noda, Wataru
    Kwansei Gakuin University Bulletin of Psychological Services and Research, 1 13-15, 2020  InvitedLead authorCorresponding author
  • 佐藤 克敏, 干川 隆, 関 あゆみ, 野田 航, 海津 亜希子
    LD研究 = Japanese journal of learning disabilities, 28(2) 234-240, May, 2019  
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