Social Skills Training for a Junior High School Student With Asperger's Disorder
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- OHTSUKI Tomu
- Graduate School of Integrated Human Sciences Studies Hiroshima International University:Yugakukan
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- AOYAMA Yoshika
- Graduate School of Integrated Human Sciences Studies Hiroshima International University
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- IHA Minami
- Course of Speech Therapy Tokai College of Health-Related Professions
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- SHIMIZU Ako
- Graduate School of Integrated Human Sciences Studies Hiroshima International University
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- NAKANO Chihiro
- Course of Speech Therapy Osaka College of Medical-Related Professions
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- MIYAMURA Tadanobu
- Yugakukan
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- SUGIYAMA Masahiko
- Faculty of Psychological Sciences Hiroshima International University
Bibliographic Information
- Other Title
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- アスペルガー障害をもつ不登校中学生に対する社会的スキル訓練 : 社会的相互作用の改善を目指した介入の実践(実践研究)
Abstract
The present study investigated effects of behavioral assessment and assessment-based social skills training (SST). The participant in the study was a male junior high school student with Asperger's disorder. As a result of a behavioral assessment, we hypothesized that (1) although he had some social skills, his social interactions were inappropriate because he could not respond adequately to other people's stimuli, (2) social skills training would improve his appropriate responses, and (3) improving his appropriate responses would result in an improvement in his social interactions. In order to improve his social interactions, he was given social skills training, using a coaching method. The target skills were waiting for the other person's responses and listening to the other person, including looking at the person, nodding, and asking questions. The results showed that these skills were improved after the social skills training. His social interactions in free conversation also improved. In free conversations after the social skills training, the young man's appropriate social interactions increased, and his inappropriate social interactions (e.g., ignoring others) decreased. On the basis of these results, the validity of the assessment and the intervention was discussed.
Journal
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- Japanese Journal of Behavior Therapy
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Japanese Journal of Behavior Therapy 32 (2), 131-142, 2006-09-30
Japanese Association for Behavioral and Cognitive Therapies( JABCT )
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Keywords
Details 詳細情報について
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- CRID
- 1390564238097976064
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- NII Article ID
- 110009668080
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- ISSN
- 24242594
- 09106529
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- Text Lang
- ja
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- Data Source
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- JaLC
- CiNii Articles
- Crossref
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- Abstract License Flag
- Disallowed