Self-Injurious Behavior and Support for Students at Special Needs Schools: Relation to Communication and Functions of Self-Injurious Behavior

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  • 特別支援学校（知的障害）における児童生徒の自傷行動と支援に関する調査研究 ―コミュニケーションとの関連および自傷行動の機能に焦点をあてて―
  • トクベツ シエン ガッコウ(チテキ ショウガイ)ニ オケル ジドウ セイト ノ ジショウ コウドウ ト シエン ニ カンスル チョウサ ケンキュウ : コミュニケーション ト ノ カンレン オヨビ ジショウ コウドウ ノ キノウ ニ ショウテン オ アテテ

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Abstract

<p>The purpose of the present study was to examine (a) the relation between self-injurious behavior and communication (expressive language and receptive language), (b) the function of self-injurious behavior by age, and (c) support methods for the self-injurious behavior of students with intellectual disabilities enrolled in special needs education schools (elementary school, junior high and high school). The data were obtained from questionnaires completed by teachers at 13 schools that included items on the topics of interest in the present study, such as the teachers' opinions as to the function of their students' self-injurious behavior. The results revealed a significant difference depending on whether the students' self-injurious behavior was in expressive language (one-word utterances) or receptive language (understanding of non-verbal instructions). Self-injurious behavior was reported to have many escape functions in the 4 age groups examined. Although the teachers reported many danger-avoidance supports for self-injurious behavior, relatively few instances of teaching based on the function of the self-injurious behavior were described. The discussion suggests that communication support corresponding to the escape function should be implemented from early childhood.</p>

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