Behavioral Assessment and Treatment of Interactions of Pupils With "Problem Behavior" and Their Teachers and Peers in General Classrooms: Current Issues

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  • 通常学級における「問題行動」をめぐる児童と環境との相互作用の分析と行動論的介入
  • 通常学級における「問題行動」をめぐる児童と環境との相互作用の分析と行動論的介入 : わが国における発達障害児への教育的対応の現状と課題
  • ツウジョウ ガッキュウ ニ オケル 「 モンダイ コウドウ 」 オ メグル ジドウ ト カンキョウ ト ノ ソウゴ サヨウ ノ ブンセキ ト コウドウロンテキ カイニュウ : ワガクニ ニ オケル ハッタツ ショウガイジ エ ノ キョウイクテキ タイオウ ノ ゲンジョウ ト カダイ
  • ―わが国における発達障害児への教育的対応の現状と課題―

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Abstract

Although the change from special education to special needs education has been supported by law in Japan, many tasks remain relating to effective education of pupils with developmental disabilities in general classrooms. Behavioral assessment and support recognizes the importance of the viewpoint of the pupil and those with whom the pupil interacts. In Japan, there has recently been an increase in studies of behavioral assessment and support that have the goal of decreasing problem behavior in general classrooms. The present paper reviews recent studies in order to identify issues relating to special needs education for pupils with developmental disabilities. Research has pointed out the importance of positive interactions between pupils and their teachers. Good collaboration among supporting institutions, parents, and others enables effective work on interactions in general classrooms. However, there are many difficulties with respect to dealing with the environment and the people surrounding pupils with "problem behavior" in a classroom. There are complex interactions with various factors relating to the problem behavior, so that methods of analysis and intervention strategies have to be developed. A strategy for analyzing teachers' evaluation might enable a definition of factors relating to interactions between children with problem behavior and those children's teachers and classmates, in order to resolve problems in general classrooms.

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