Assessments and Interventions to Address Challenging Behavior in Individuals with Intellectual Disability and Autism Spectrum Disorder in Japan: A Consolidated Review

Intellectual disability and autism spectrum disorder are neurodevelopmental disorders that emerge during the developmental period. A significant barrier that impedes the social adaptation of individuals with these disorders is the exhibition of problem behaviors, such as self-injurious, stereotyped, and aggressive/destructive behaviors. In recent years, these problem behaviors have been collectively referred to as “challenging behavior,” in accordance with the contention that they result from an interaction between the individual and his or her social environment. Evidence-based psychosocial interventions that adopt the functional approach to treating challenging behavior are increasing. However, in order to effectively implement such interventions in educational settings and welfare facilities, it is essential to develop staff training programs and usable psychometric assessments. Accordingly, a brief overview of research studies on challenging behavior that have been conducted in Japan, as well as the various support systems that are available to individuals who exhibit challenging behavior, are presented in this article. The discussion makes it apparent that, in order to improve treatment systems in Japan that are aimed at addressing challenging behavior, it is necessary to establish not only better staff training programs, but also reliable and valid assessments measuring challenging behavior that can be readily used by teachers and parents. On the basis of this discussion, it is proposed that technological advancements must be applied to psychosocial approaches in the study of problem behaviors, in order to develop assessment system using software applications and automatic measurement system of target behaviors using sensing technology.journal articl

Consultation on the Functional Assessment of Students with Severe Challenging Behavior in a Japanese Special School for Intellectual Disabilities

Background: It is important to intervene early and treat children and individuals with behavioral disorders. We conducted a functional assessment-based consultation for teachers of several students with severe behavioral disorders and examined the effects of the consultation. Methods: Eight students with severe behavioral disorders were selected from two special schools for intellectual disabilities in western Japan. An external consultant team conducted a functional assessment-based consultation in cooperation with a team of teachers. Consultations were held once a month, and comprised three to six sessions per student. Results: As a result of the functional assessment, only 8 out of 10 behaviors with some communication function, and 2 with only sensory enhancements were estimated. The Effects of consultations based on functional assessment were presented. It was found that 6 out of10 target behaviors had obtained high effects. The total score for each behavioral scale showed a statistically significant improvement. Conclusion: Although consultations lasted for only six months and occurred from three to six times for each student, scale scores for problem behavior before and after intervention were improved, overall. Each case report suggested that many factors influence the difference in the effects of consultation among individual students. This study is significant in that it provides a model for the consultation system that operates on a short-term basis, and presents a means for smallscale group consultations for students with intellectual disabilities and autism in cooperation with external specialized institutions in special schools in Japan.journal articl

Effects of behavioral and functional training on Japanese preschool teacher knowledge and child behavior

鳥取大学博士(医学)doctoral thesi

＜博士論文要旨および審査報告＞秦漢時代の農業と国家

博士論文要旨および審査報告：学位授与年月日；平成24年3月22日，学位の種類；博士（歴史学），学位記番号；博歴甲第18号thesi

秦漢時代の農業と国家

専修大学Senshu University博士（歴史学）博歴甲第18号doctoral thesi

小学校社会科における体験活動の活用方法：児童の認知的な関与に視点をあてて

論文departmental bulletin pape

Parent-Mediated Toilet Training for a Child with Autism Spectrum Disorder through Teleconsultation: A Case Report

In defecation training, parent-mediated intervention via teleconsultation is helpful because the number of instructions for establishing defecation habits is limited. In the case report of the present study, defecation training was conducted based on gradual target setting and differential reinforcement through teleconsultation via email for a Caucasian 5-year-old boy with autism spectrum disorder (ASD) who lived in Greece. As a result of the intervention, namely the gradual target setting and differential reinforcement, in-bowl defecations increased at home.journal articl

Operation and Penetration of the Initial System at the EDI Company，PLANET，Inc．as seen through the Daily Goods and Cosmetics Industry（l985‐1995）

departmental bulletin pape

Japanese Parents’ Experiences with Home-Based Interventions of Applied Behavior Analysis for Young Children with Autism Spectrum Disorders

This study involved qualitative analyses of the benefits and difficulties of providing home-based Applied Behavior Analysis (ABA) for Japanese parents of young children with autism spectrum disorder (ASD). An open-ended questionnaire survey was administered to 35 parents of children with autism who were implementing home-based ABA. The mean age of the parents was 38.7 years old (SD = 3.80), and the time since initiation of home-based ABA was 25.5 months (SD = 19.58). The mean age of the children with ASD was 64.5 months old (SD = 37.7). Data were analyzed using the KJ method of qualitative analysis. The benefits of implementing home-based ABA were related to growth of the parents themselves and child development. Identified difficulties included balancing work and household responsibilities and psychological problems. These findings were then compared with similar previous studies to discuss support for families implementing in-home ABA programs.journal articl

Momentum dependence of spin polarization for beta emitting nuclei produced through charge exchange reaction at intermediate energy

In order to investigate the polarization process in charge exchange reactions, we observed the momentum and angular distribution as well as the nuclear polarization of a proton-rich beta-emitting nucleus, ^<28>P (I^π = 3^+, T_<1/2> = 270 msec), produced through the reaction ^<28>Si+^9Be at E = 100 MeV/u, by selecting the momentum and the ejection angle. An analysis by using double Gaussian functions resolved the observed momentum distribution into two reaction components, nucleon knockout and pick-up abrasion reactions, suggested in a previous study. The behavior of the observed angular distribution and nuclear polarization implies the influence of those two components. The momentum dependence of the observed nuclear polarization of ^<28>P could be consistently reproduced by a simple model, in which two reaction components are considered. The present study also shows that the charge exchange reaction at intermediate energy is a useful method to produce polarized beta-emitting nuclei, especially for proton-rich nuclei