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自閉症児の物品受領場面における「ありがとう」の促進に関する研究
https://doi.org/10.34603/0000002490
https://doi.org/10.34603/0000002490122887fb-91d4-4f74-8ce3-8878d7e8d36e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
73-4 (13).pdf (1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2024-05-07 | |||||
| タイトル | ||||||
| タイトル | 自閉症児の物品受領場面における「ありがとう」の促進に関する研究 | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | ジヘイショウジ ノ ブッピン ジュリョウ バメン ニ オケル アリガトウ ノ ソクシン ニ カンスル ケンキュウ | |||||
| 言語 | ja-Kana | |||||
| タイトル | ||||||
| タイトル | Facilitating a Functional Use of “Thank You” Response When Obtaining Requested Materials of a Child with Intellectual Disability and Autism | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 自閉症児, 「ありがとう」, 機能 | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34603/0000002490 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
矢代, 久美子
× 矢代, 久美子× 藤金, 倫徳 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this study was to facilitate the use of a “Thank you” response in a child with intellectual disability and autism when he received a requested object. In Experiment 1, when a child requested an object, the trainer placed the object in his hand. If the child did not say “Thank you”, the trainer modeled the appropriate response. To ensure that the child could only access the object by using “Thank you”, the trainer blocked the child’s access until the child imitated the model. Results showed that the child saying “Thank you” served a multifunctional role. Specifically, the response functioned not only as its original function as a reinforcer for the trainer’s object-supplying behavior but also as a way of requesting an object (mand). The purpose of Experiment 2 was to make the “Thank you” response serve only its original function. The following procedure was employed: the trainer delayed placing the object in the child’s hand. During the delay, if the child emitted a “Thank you”, the trainer modeled a “Give me”. After the child imitated the modeled response, the trainer handed the object to the child. After obtaining an object, if the child emitted a “Thank you” response, “You are welcome” was contingent upon it. Results showed that the child could use these response patterns under appropriate discriminative stimuli. | |||||
| 書誌情報 |
ja : 福岡教育大学紀要. 第四分冊, 教職科編 en : Bulletin of University of Teacher Education Fukuoka. Part IV, Education and psychology 号 73, p. 169-178, 発行日 2024-03-10 |
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| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 0286-3235 | |||||
| 出版タイプ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | 福岡教育大学 | |||||
