Effects of Behavioral Consultation in a Nursery School Class: Individualized Support and Classwide Approach

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  • 保育所における行動コンサルテーションの効果 ―個別的支援とクラスワイドアプローチ―
  • ホイクジョ ニ オケル コウドウ コンサルテーション ノ コウカ : コベツテキ シエン ト クラスワイドアプローチ

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Abstract

<p>In recent years, although there has been a desire to provide appropriate care for children with special needs, the resources available in elementary schools and nursery schools are limited. For this reason, the need for consultation has been increasing. The purpose of the present study was to examine effects of behavioral consultation in a nursery school class and of a method of consultation that enabled the consultees to conduct functional assessments by themselves. The study was done in a nursery school class of twenty 4-year-olds, including 3 children with special needs; the consultees were the 2 teachers responsible for that class. Some of the children left their seats, left the room, engaged in aggressive behavior, and frequently talked with other children during class. After 7 consultations, it became possible to respond to the function of the children's behavior, so that the teachers could focus on the children's adaptive behavior and on reinforcing alternative behavior. Fewer children in the class left their seats, left the room, engaged in aggressive behavior, or talked with their classmates. It is desirable for nursery school teachers to perform functional assessment themselves.</p>

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