Wataru Noda

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.

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.

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.

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.

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.

<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>

<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>

<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>

<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>

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)

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.

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.

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.

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)

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.

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.

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)

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)

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.

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.

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)

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)

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)

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)

Study objective: The present study examined the effect of fluency building on the retention, endurance, and application of kanji oral reading of an elementary school student. Design: Within-subject comparison design. Setting: A public elementary school. Participant: A fifth-grade boy who was in a special support education class. Intervention: First, the boy studied kanji words using a discrete trial procedure, until he could read them aloud with 100% accuracy. Then, he was trained on half of the kanji words using a fluency-building method, and on the other half, with accuracy-only training. In the fluency-building method, he had 30-second time-trials until he could read the kanji words with accuracy plus speed. In the accuracy-only training, he was trained with a discrete trial procedure. The number of instructional trials for the accuracy-only training was controlled by a yoked procedure. Measures: The number of words read correctly and incorrectly. Results: The student demonstrated better performance of reading kanji words embedded in sentences after fluency-building training than after accuracy-only training. Conclusions: Fluency-building training can enhance the application of kanji reading.

Study objectives: We evaluated the effectiveness of a behavioral intervention package for improving elementary school children's sitting posture in the regular classroom. Design: ABCA design, consisting of baseline, intervention 1, intervention 2, and follow up. Generalization was examined using a multi-probe technique, Setting: 3 first-grade classrooms. Participants: 76 first-graders (38 boys, 38 girls). Intervention: An adaptation of correspondence training in a package program consisting of instruction, modeling, behavior rehearsal, reinforcement, and feedback. Measure: Appropriate sitting posture, defined as feet flat on the floor, buttocks in contact with the chair seat, back straight, and the whole body directed forward. Results: With the exception of a few students in each class, the children were able to sit with an appropriate posture and maintain it during follow up. Conclusions: The behavioral intervention was effective for most of the children. The effect transferred to other academic settings. Individualized intervention programs may be necessary for those whose posture does not improve with group training.