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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
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Awards

 2

Papers

 56
  • 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
  • 田中 善大, 三田村 仰, 野田 航
    Behavioral science research, 49(2) 107-113, Mar, 2011  Peer-reviewed
    主任保育士を対象に機能的アセスメントを含む応用行動分析の研修プログラムを実施し、支援行動の変化を検討した。事例として保育場面での園児の気がかりな行動を取り上げた。支援行動の変化はケースに対する支援案と参加者が実際に園児に対して実施した支援方法を支援内容毎に分類し、検討した。その結果、本プログラムは主任保育士の支援の立案スキル向上を促すものであることが示された。特に、適切な行動に対する言語的称賛などの対応と、困った行動に対する注目の除去という対応に関する報告が増加していた。実際の支援方法の報告にも、同様の変化が確認され、支援の立案だけでなく、その実施においても同様の効果があることが示唆された。実際の支援方法については、適切な行動への対応の報告が増加しただけでなく、見通しをもたせる指示などの行動の前の対応・工夫の報告が増加し、不適切な行動への対応の報告が減少した。
  • NODA WATARU, TANAKA-MATSUMI JUNKO
    Japanese Journal of Behavior Analysis, 24(1) 13-25, Jan 30, 2010  Peer-reviewedLead authorCorresponding author
    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.
  • Noda W., Tanaka-Matsumi J.
    BEHAVIOR MODIFICATION, 33(2) 263-273, Mar, 2009  Peer-reviewedLead authorCorresponding author
  • DOJO YUKI, NODA WATARU, SANOMARU MAKOTO
    Japanese Journal of Behavior Analysis, 22(1) 4-16, Mar 30, 2008  Peer-reviewed
    In this age of diversity, schools are faced with an increased need to identify effective classroom management methods. The present study reviews articles published in 14 academic journals in behavioral psychology from 1990 to 2005, focusing on the following journals : the Journal of Applied Behavior Analysis, the Journal of Behavioral Education, and the Japanese Journal of Behavior Analysis. Articles were selected that met 2 criteria : (1) a participant was diagnosed as having a developmental disability, and (2) the procedures included an intervention, and were classified according to the following 5 categories : (1) school, (2) class, (3) setting of the intervention, (4) participants, and (5) target behavior. The results indicated that most of these studies had been conducted in special education classes in elementary schools in Japan and other countries. The target behavior in most of the studies in Japan was verbal behavior, whereas in other countries, the studies focused on conduct-related behavior (e.g., on-task behavior). The review also showed that most of the individualized interventions for participants with developmental disabilities were conducted during class. In other countries, in contrast to Japan, most of the interventions were conducted with groups or classes in a regular classroom. The present study demonstrates the importance of group or class-wide interventions in regular classrooms.
  • OTSUI KANAKO, NODA WATARU, YOKOYAMA AKIKO, MATSUMI JUNKO
    行動分析学研究, 20(1) 28-39, Aug 31, 2006  Peer-reviewed
    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.

Misc.

 25
  • Wataru Noda
    74 411-418, Feb, 2026  Lead authorCorresponding author
  • 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
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Books and Other Publications

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Presentations

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Teaching Experience

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Professional Memberships

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Research Projects

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Academic Activities

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Social Activities

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