Providing Support for a Youth With Pervasive Developmental Disorders Whose Spitting Had Decreased After an Intervention Based on a Functional Assessment

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  • HATTORI Mayu
    Graduate School of Education, Yokohama National University
  • SEKIDO Hidenori
    Faculty of Education and Human Sciences, Yokohama National University

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  • 広汎性発達障害児に対する機能的アセスメントに基づいた唾吐きの低減を目指した支援　―生活の向上に着目して―
  • コウハンセイ ハッタツ ショウガイジ ニ タイスル キノウテキ アセスメント ニ モトズイタ ツバ ハキ ノ テイゲン オ メザシタ シエン : セイカツ ノ コウジョウ ニ チャクモク シテ

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Abstract

The inappropriate spitting by a boy with pervasive developmental disorders who was in the second grade of special needs classes at an elementary school had decreased in frequency; the intervention that had been used was based on a functional assessment. It had been hypothesized that his spitting had been a demand for attention. After the boy was given comprehensive support for about 6 months, his spitting had decreased dramatically. The present study examined whether his communication and interpersonal relationships in ordinary settings in school and at home changed after his spitting decreased, and whether his communication skills and interpersonal relationships in daily life had changed because of a “ripple effect” of his reduced spitting. It was found that, in conjunction with the decrease in spitting, the boy's communication and interpersonal relationships improved both during and outside of the special needs classes and at his home. These findings suggest that the support method used may have been appropriate. In addition, the findings agree with those of many other studies that a decrease in behavior problems and an increase in adaptive behavior are likely to help improve the lives of children with special needs and their families.

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