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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

 12
More

Awards

 2

Papers

 55
  • 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
    本研究は、抑うつの早期発見のためのひとつの指標として、より抑うつ傾向が低い日常生活習慣を明らかにすることを目的とした質問紙調査を行った。単一市内にある全公立小中学校に在籍する、小学校4年生から中学校3年生までの児童生徒5,021名を対象とした。日常生活習慣(起床時刻・就寝時刻・朝食・夕食・宿題・宿題以外の学習・手伝い・昼寝)を要因として、抑うつ傾向との関連について分散分析を行った。結果、すべての日常生活習慣において、抑うつ傾向に関する主効果が認められ、日常生活習慣と抑うつ傾向との関連性が明らかになった。また、起床時刻および就寝時刻においては、学年段階との交互作用も認められた。したがって、小中学生の日常生活習慣を知ることは、抑うつに関する簡便なアセスメントとなる可能性が示唆された。(著者抄録)
  • 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
    The present study surveyed the current status of abnormal eating behavior among elementary and junior high school students, using a self-report questionnaire designed by the authors. Valid responses were obtained from 4,952 students (2,511 boys and 2,441 girls) who were in elementary school grades 4 through 6, and in all 3 years of junior high school. Confirmatory factor analysis of the questionnaire data supported a two-factor structure: "drive for thinness" and "bulimia", and measurement invariance across gender, grade, and body mass index (BMI). The scores on drive for thinness were higher for the girls than for the boys, especially in grades 8 and 9. Although the score distribution for bulimia was similar across gender and grade, the girls' scores increased slightly with grade. Drive for thinness was more strongly correlated with depression than with aggression, whereas bulimia was more strongly correlated with aggression. Both factors were correlated with academic performance problems and family relationships in both the boys and the girls, specifically with the boys' peer problems and the girls' student-teacher relationship problems.
  • 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
    強迫性障害は、強迫観念および強迫行為といった強迫症状によって特徴づけられる児童思春期に好発する精神疾患であり、一般児童生徒でも強迫症状の傾向を持つ子どもが存在することが知られている。本研究では子どもの強迫傾向を質問紙で測定し、一般児童生徒の強迫傾向から抑うつ、攻撃性の問題がどの程度予測することが可能かを縦断的に検討した。単一市内全校調査によって、4年間にわたり公立小中学校の児童生徒2,275名に対して質問紙調査を実施した。その結果、一般児童生徒では強迫傾向が高いほど、のちに抑うつの出現する可能性が示され、抑うつほどではないが攻撃性が上昇する傾向が示された。すなわち強迫傾向は、のちに現れる抑うつや攻撃性の予兆となる前駆症状の一つであることを示唆している。子どもの強迫傾向を事前にとらえることで、のちの抑うつや攻撃性の出現リスクを把握することにつながり、学力不振や不登校、非行行為の防止や改善に寄与する介入を実施することが期待される。(著者抄録)
  • 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
    低出生体重で生まれた子どもたちにとって、保育園生活は発達のキャッチアップの時期にあたる重要な時期である。本研究では、保育記録による発達尺度を用いて、低出生体重児の発達の特徴について検討を行った。1都市の全公立保育園13園に通う年少〜年長児917名(男472名、女445名)について保育士が評定したデータを分析対象とした。出生体重2,000g未満を低出生体重群(Low birth weight:LBW)、2,500g以上を正常出生体重群(Normal birth weight:NBW)とし、NDSCの9つの下位尺度および総得点について比較検証した。体重グループ(2水準)×学年(3水準)の2要因分散分析を行ったところ、全9下位尺度のうち、順応性、身辺自立、粗大運動において体重グループ×学年の交互作用が有意になった。全体的な特徴として、学年の上昇とともに得点が上昇すること、また年少あるいは年中でみられた発達差(LBW<NBW)が、年長になるとほとんどの下位尺度においてみられなくなることが明らかになった。(著者抄録)
  • 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
    本研究では、遊びや余暇活動と子どもの精神的健康の関連について、調査協力市の全小中学校の小学4年生から中学3年生5,185名に調査を実施した。遊び・余暇活動は1日に遊ぶ時間について、精神的健康の指標は、抑うつと攻撃性について尋ねた。その結果、抑うつに関しては、「外で遊ぶ」において、参加時間が長くなるほど抑うつが低下する傾向が明らかになった。その他の遊びについては、「テレビ」と男子における「音楽」を除いては、一定の参加時間以降、抑うつが上昇することがわかった。攻撃性については、「ゲーム(個人・友人)」「携帯」「パソコン」「音楽」において、一定の参加時間以降、有意に上昇することが示された。これらの結果より、特定の遊びとの接触のみが問題なのではなく、人数や時間と精神的健康との関連が示され、遊ぶ時間を配慮しながら、屋内よりも屋外で、一人よりも友人と遊ぶことが重要であることが示唆された。(著者抄録)
  • 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
    本研究は,小中学生の社会的環境への不適応を測定する自記式の評価尺度「小中学生用社会的不適応尺度」を開発し,小学4年生から中学3年生までの5,217名から得たデータに基づいて,その構成概念妥当性を検証した。探索的因子分析の結果,当初想定した4領域構造(友人関係,家族関係,学業,教師関係)が完全に再現され,因子的妥当性が確認された。また,相関係数および重回帰分析によって外在基準(友人問題,否定的養育,学業成績,抑うつ,攻撃性)との関連を検討したところ,理論的な予測および先行研究の知見に整合的な結果が得られ,各下位尺度の収束的妥当性と弁別的妥当性が支持された。(著者抄録)
  • 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
    We examined the psychometric properties of the Japanese version of the Autism Spectrum Screening Questionnaire (ASSQ) and developed a short-form. This study included 157 children with autism spectrum disorders (ASD, ages 7-18, 128 boys) and 4, 101 healthy controls (ages 7-15, 3, 344 boys) from a general population with a controlled male-female ratio. Four factors (Unusual Interests, Sociality, Peer Relations, and Repetitive Behaviors) were extracted by exploratory factor analysis of control group data. Confirmatory factor analysis revealed that the 4-factor model fit well with data for another sample of the control and ASD groups. Logistic analysis showed that the former 3 factors could significantly predict ASD diagnosis. Thus, a short form of the ASSQ was developed, consisting of 11 items for these 3 factors. This short form showed sufficient internal consistency and high discrimination power for ASD diagnosis that was comparable to that of the 22-item version. Receiver operating characteristic analysis indicated an optimal cut-off of 7 for the 22-item version (sensitivity .949, specificity .801) and 5 for the short-form (sensitivity .936, specificity .818).
  • 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
    本研究では、発達障害または学習・対人面の困難さを持つ児童・青年を対象に不安に対する認知行動療法(CBT)プログラムを実施し、その効果を検討した。発達障害または学習・対人面の困難さを持つ就学前から社会人までを対象とした民間学習塾Aに所属する小学4年生から大学生までの13名を対象に不安への対処法を中心としたプログラムを実施した。介入前後に、本人を対象に不安場面に対する対処法の質問紙を実施し、本人および保護者を対象にSCASを実施した。SCASについては高不安群と一般群に分けて分析を行った。結果、介入後に適切な対処法の記述数が増加した。SCASについては、一般群の本人評定で不安の減少が確認された。高不安群では保護者評定では一部の下位尺度で不安の減少がみられた一方で、本人評定では一部の下位尺度で不安の増加がみられた。(著者抄録)
  • 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
    本研究では,単一市内の全公立小中学校の児童生徒の保護者を対象に調査を実施し,ASD傾向およびADHD傾向が小中学校の友人関係問題に与える影響について検討した。ASSQによってASD傾向を,ADHD-RSによってADHD傾向を,SDQによって友人関係問題を測定した。小学1年生から中学3年生までの計7,413名の児童生徒のデータに対する相関および重回帰分析の結果,小中学校の友人関係問題とASD傾向に強い関連がある一方で,友人関係問題とADHD傾向との関連は小さなものであることが示された。これらの結果から,友人関係問題に対するASD傾向とADHD傾向の影響の違いが示唆された。(著者抄録)
  • 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
    本研究の目的は、Strengths and Difficulties Questionnaire(SDQ)の日本語版教師評定フォームの構成概念的妥当性について検討することであった。単一市内の全小中学校に調査を実施し、小学校1年〜中学校3年の7,777名のデータを収集した。分析の結果、SDQの「内在化問題」を表す下位尺度は抑うつと、「外在化問題」を表す下位尺度は攻撃性と相対的に高い相関を示した。また親評定フォーム、自己評定フォームとの関連では、同一名称の下位尺度同士の相関係数が、他名称の下位尺度との相関係数よりも高い数値を示した。以上は、ほぼ理論的仮説を支持する結果であり、おおむね教師評定フォームの収束的・弁別的妥当性が確認されたといえる。また学年ごと(小学校低学年、小学校高学年、中学校)の比較から、主に小学校高学年で、教師評定フォームと他変数との関連が高くなるという結果が得られた。(著者抄録)
  • 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
    本研究では,中学生における非行行為(喫煙,怠学,飲酒,夜遊び,万引き,自転車盗)と抑うつ,攻撃性の関連について検討した。単一市内全校調査を行い,2,334名の中学生を対象とした。全非行行為で経験あり群と経験なし群に分け,攻撃性と抑うつの差異について検討した結果,経験あり群は全非行行為でより高い攻撃性を示し,万引き以外の5つの非行行為でより高い抑うつを示した。また,ロジスティック回帰分析の結果,攻撃性の中で,身体的攻撃は全非行行為に有意な効果を示し,抑うつは,喫煙,万引きを除く4つの非行行為に有意な効果を示した。以上により,攻撃性(身体的攻撃),抑うつが非行行為のリスクを高める可能性が示唆された。(著者抄録)
  • 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
    本研究の目的は、Strengths and Difficulties Questionnaire(SDQ)の日本語版自己評定フォームの構成概念的妥当性について検討することであった。単一市内の全小中学校に調査を実施し、小学4年生〜中学3年生の5,072名のデータを収集した。分析の結果、SDQの「内在化問題」を表す下位尺度(情緒不安定、友人関係問題)は抑うつと、「外在化問題」を表す下位尺度(問題行動、多動・不注意)は攻撃性と高い相関を示した。また日本語版SDQ親評定フォームとの関連では、同一名称の下位尺度同士の相関係数が、他名称の下位尺度との相関係数よりも高い数値を示した。以上は、ほぼ理論的仮説を支持する結果であり、日本語版SDQ自己評定フォームの収束的・弁別的妥当性が確認されたといえよう。(著者抄録)
  • 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
    The purpose of this study was to explore the relationships between attention deficit/hyperactivity disorder and developmental coordination disorder symptoms and writing performance in Japanese second grade students from regular classrooms. The second grade students (N = 873) in Japanese public elementary schools participated in this study. We examined a variety of writing tasks, such as tracing, copying, handwriting (Hiragana and Katakana), and spelling (Hiragana, Katakana, and Kanji). We employed the Japanese version of the home form ADHD-rating scale (ADHD-RS) and the Japanese version of the Developmental Coordination Disorder Questionnaire (DCDQ-J) to assess the developmental characteristics of the participating children. Seven writing performance scores were submitted to a principal component analysis with a promax rotation, which yielded three composite scores (Spelling Accuracy, Tracing and Copying Accuracy, and Handwriting Fluency). A multiple regression analysis found that inattention predicted Spelling Accuracy and Handwriting Fluency and that hyperactive-impulsive predicted Handwriting Fluency. In addition, fine motor ability predicted Tracing and Copying Accuracy. The current study offered empirical evidence suggesting that developmental characteristics such as inattention and fine motor skill are related to writing difficulties in Japanese typical developing children. (c) 2013 Elsevier Ltd. All rights reserved.
  • 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
    保育士評定によって幼児の適応行動の発達と不適応行動の出現の双方を包括的に評価する「保育記録による発達尺度改訂版(NDSC-R)」の月齢区分ごとの標準値およびカットオフ値について,4年間計9回の単一市内全保育所調査によって得られた延べ10,387名のデータに基づいて検討した。天井効果を補正するため,天井効果によって正規性が損なわれている上位数点を除く範囲では正規分布が成立することを仮定し,得点の上限が存在しない場合の平均値および標準偏差を推定した。この推定の標準値に基づき,3水準のカットオフ値を算出したところ,各判定の実測の相対度数と正規分布上の相対度数はおおむね一致し,標準値およびカットオフ値の妥当性が示された。(著者抄録)
  • Wataru Noda, Ryo Okada, Iori Tani, Masafumi Ohnishi, Naoto Mochizuki, Syunji Nakajima, Masatsugu Tsujii
    Shinrigaku Kenkyu, 84(2) 169-175, Jun, 2013  Peer-reviewed
    The present study examines the relationship among inattentive, and hyperactive-impulsive behavior, aggression, and depression in elementary school and junior high school students. The participants were 3, 885 children and their teachers and caregivers. Children's inattentive and hyperactive-impulsive behavior was rated by their teachers and caregivers (ADHD-RS). Children rated aggression (HAQ-C) and depression (DSRS-C) themselves. Inattentive and hyperactive-impulsive behavior rated by teachers and caregivers were positively related to aggression and depression. Inattention predicted higher levels of aggression and depression. Inattentive and hyperactive-impulsive behavior as rated by teachers was more highly related to depression than those behaviors as rated by caregivers. The relationships among inattentive, and hyperactive-impulsive behavior, aggression, and depression were almost the same for both elementary school and junior high school students. This study suggests the importance of assessing inattentive and hyperactive-impulsive behavior from multiple views to examine the relationship between inattentive and hyperactive-impulsive behavior and mental health problems.
  • 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
    本研究では,小中学生における欠席行動と教師評定による学校適応の関連について検討した。小中学校の児童生徒7,183名(男子3,719名,女子3,464名)を対象に調査を行った。小学校低学年と高学年,中学生の3群に分け,学年群ごとに1学期における欠席日数から分類した3群の各尺度得点を一元配置分散分析によって比較した。その結果,欠席が10日以上の多欠席群は4日以下の一般群より,低学年では学業面と心身面,情緒面の問題,高学年では心身面と情緒面の問題,さらに中学生では心身面をはじめとした学校適応全般の問題が高いことが示された。本研究の結果,学年や欠席日数の多さから欠席行動と関連する要因が異なることが示唆された。(著者抄録)
  • NAKAJIMA Shunji
    小児の精神と神経, 53(1) 47-57, Apr 1, 2013  Peer-reviewed
    自治体における3歳児健診はPDD児の早期発見の場として有効である。本研究ではPDD児の特性を把握するためのPARS短縮版をスクリーニングツールとして導入したX市のモデル事業事例を紹介した。事業では心理士・医師などがフォローアップシステム全般を支援したが、保健師の健診技術の向上や将来的な役割委譲を念頭においたものである。PARS短縮版の評定がPDD診断を示すものではないが、全健診参加児のうち保健師は前期で8.45%、後期は7.63%をスクリーニング陽性と判定した。保健師の評定スキルを示す、心理士評定との一致度・欠損値率、心理士評定を基準とする偽陽性率・偽陰性率などの指標において、事業の推移とともに大きく改善がみられた。PARS短縮版の項目ごとの分析から、評定時や面接時の留意点なども明らかになった。最後に、保健師などの非臨床心理学領域の専門家にも取得可能な評定技術としてPARS短縮版を用いた健診システムの有用性が論じられた。(著者抄録)
  • 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
    本研究は,適応行動の発達と不適応行動の出現を包括的に評価する保育士評定形式の尺度である「保育記録による発達尺度」(NDSC)について,項目数の縮小,尺度構成のバランス化,一部下位尺度の信頼性・妥当性の改善を目的として,改訂版(NDSC-R)を開発し,その信頼性・妥当性を検討した。外在基準との関連,主成分分析結果に基づき,尺度構成を再検討し,165項目から94項目への短縮を行った。内的整合性を示すα係数は,項目を削減した尺度では.90前後の値を維持し,項目を追加した尺度では原版より改善がみられ,全学年で.70以上の値を示した。外在基準であるSDQやADHD-RSとも原版と同等か,それ以上の相関が示され,基準関連妥当性が確認された。(著者抄録)
  • 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
    広汎性発達障害(pervasive developmental disorder;PDD)特性把握のための評定尺度PARS(PDD-Autism Society Japan Rating Scale)幼児期短縮版を,自治体保健センターの3歳児健診におけるスクリーニングツールとして導入した。PARS短縮版は12項目からなる半構造化面接式のアセスメントツールであり,カットオフポイントは5点である。内的整合性はα=.76と十分な信頼性を示した。スクリーニングによる陽性児の男女比がおおむね3:1と先行研究に一致した。健診参加児1,202名のうち119名が陽性となり,陽性率は9.9%となった。PARS短縮版による陽性判定を受けた対象者のすべてがPDDの診断を受けるわけではなく,実際のPDDの有病率とは異なるが,全住民参加型の健診システムにおける一次スクリーニングツールとしての有用性が示された。(著者抄録)
  • 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
    本研究では,一般中学生における自傷行為の経験および頻度と現在の抑うつの関連について検証した。東海地方近郊市のA市内全校調査によって,2,304名の中学生からデータを収集した。自傷行為の経験率は,「ピアス」が1.87%,「打つ自傷」が9.02%,「切る自傷」が3.95%であり,ピアスおよび切る自傷では女子が男子より有意に高い経験率を示した。いずれの自傷行為の経験についても,現在の抑うつと高い相関を示すこと,特に女子の打つ自傷,切る自傷においてその傾向が顕著であることが示された。また,自傷行為の頻度も現在の抑うつの程度と有意に関連することが示され,身体改造の一種であるピアスもその頻度が現在の抑うつと有意な相関を示すことが示唆された。(著者抄録)
  • 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
    本研究では,児童・生徒の適応と精神的健康の状態を包括的に把握可能な心理尺度として国際的に幅広く利用されているStrengths and Difficulties Questionnaire(SDQ)の日本語版親評定フォームについて,単一市内全校調査による検討を行った。先行研究における対象者の年齢層を拡張し,愛知県内の保育園・幼稚園の年少児から中学3年生までの7,835名の親または養育者からデータを収集し,学年・性別ごとの標準得点と信頼できるカットオフ値を得た。また,日本語版SDQは,原版とほぼ同一の因子構造を持つこと,十分な内的整合性を有すること,先行研究の知見と整合的な学年・性別間の得点の差異がみられることが示され,高い信頼性・妥当性を有することが再確認された。(著者抄録)
  • 髙柳伸哉, 伊藤大幸, 岡田 涼, 中島俊思, 大西将史, 染木史緒, 野田 航, 谷 伊織, 林 陽子, 辻井正次
    臨床精神医学, 41(1) 87-95, Jan, 2012  Peer-reviewed

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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