In this study, we examined the effective method for acquiring of “Maemawari-ukemi”. That is basic skill of judo. This study aims for children with intellectual disabilities or developmental ...disorders. Many children with intellectual and developmental disabilities are not skillful in physical activities. In this study, we used “Maemawari-ukemi Practice Sheet”. That is visual support. The participants in this study were 18 children who attended an after-school day care. Many of the participants had developmental disorders such as ASD or ADHD, or intellectual disabilities. In this study, a pre-test was conducted first to measure the participants’ level of proficiency in Maemawari-ukemi. The evaluation of proficiency used the “Maemawari-ukemi Scoring Sheet.” Next, a practice period of about two months using the “Maemawari-ukemi Practice Sheet” was provided. After two months of practicing intervention, a post-test was conducted to measure the participants’ level of proficiency in Maemawariukemi again. As a result, it became clear that many of the participants showed increase in their level of proficiency (Maemawari-ukemi score) after the practice period. Therefore, the use of the “ Maemawari-ukemi Practice Sheet “ as visual support was suggested to be effective for acquiring the skill of Maemawari-ukemi.
The paper presents data of observations made in a group of 10 children with autism spectrum disorder aged 5-8 years experiencing behavioral problems and difficulties with communication and social ...interaction. A behavioral intervention was carried out in the group basing on the principles of applied behavioral analysis (ABA). Following the primary test and with accordance to the parents’ requests, a team of specialists worked over the period of six months attempting to change problem behaviors and to compensate for academic deficiencies in the children. Each day the specialists along with the parents collected data and introduced necessary corrections into the intervention plans. Since all children in the group could barely understand speech and had much difficulty with communication, one of the core methods employed in the work was visual support which became a basic element in every technique applied. Applying visual supports in education settings as well as at home contributed much to the compensation of the difficulties related to speech understanding and helped decrease the level of anxiety in the children, which, in turn, resulted in an apparent decline in problem behavior and faster progress in the acquisition of academic skills.
В статье приводятся данные наблюдений за группой, состоящей из 10 детей с РАС в возрасте от пяти до восьми лет, с выраженными поведенческими проблемами, нарушениями в сфере коммуникации и социальных взаимодействий. Для данной группы детей проводилось поведенческое вмешательство на основе применения принципов ПАП. На основании проведенного первичного тестирования детей и в соответствии с запросом родителей командой специалистов на протяжение шести месяцев разрабатывались планы по коррекции поведенческих нарушений и компенсации академических дефицитов. Специалисты и родители вели ежедневный сбор данных и осуществляли динамическую коррекцию планов вмешательств. Учитывая, что все дети, бывшие под наблюдением, плохо понимали обращенную к ним речь и испытывали серьезные сложности в коммуникации, одним из основных методов, примененных в работе с группой, стало визуальное сопровождение, которое было основной составляющей в каждой из применяемых методик. Применение визуального сопровождения на протяжение всего учебного процесса и в домашней рутине позволило в значительной мере компенсировать детям непонимание обращенной к ним речи и создать условия для снижения уровня тревожности, что обусловило, в свою очередь, выраженное снижение уровня нежелательного поведения и более быстрый прогресс в освоении академических навыков.
The current study investigated the effects of Social Stories written according to Gray’s specifications on on-task behavior in inclusive classroom settings in three children with autism. Using a ...multiple-baseline design across participants, modest improvements in on-task behavior were associated with implementation of an auditory-visual Social Story intervention. In follow-up analysis, the Social Story was replaced with a visual schedule component to augment the effects of Social Stories when there was room for improvement for one participant. Further improvement in on-task behavior indicates that strategies such as visual schedules may be an effective way to augment the effects of Social Stories. An effect size estimate calculated using Parker et al.’s percentage of all nonoverlapping data points procedure revealed a large effect (d = 1.33) associated with Social Stories alone, which increased (d = 1.7) when the visual schedule intervention applied to one participant was added to the analysis. Although Social Stories produced improvements in on-task behavior in children with autism, additional components, such as visual schedules, may be useful for optimizing performance.
•Several mechanisms underpinning the successful use of visual supports with individuals with ASD exist within the literature.•We investigated if modality of linguistic stimuli (spoken or written ...words) influenced lexical access in children with ASD and controls.•Lexical access was not facilitated by written or spoken words within cross-modal experimental tasks for either group.•Lexical access was facilitated by spoken words within a uni-modal experimental task only for young ASD participants.
Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework.
Processing morphemic elements is one of the most difficult parts of second language acquisition (DeKeyser, 2005; Larsen-Freeman, 2010). This difficulty gains prominence when second language (L2) ...learners must perform under time pressure, and difficulties arise in using grammatical knowledge. To solve the problem, the current study used the tenets of multimedia learning theory (Mayer, 2005) to help L2 learners’ reconstruct multiclausal sentences. This theory assumes that limitations in cognitive capacity are reduced when information is given to learners both visually and aurally. Given this assumption, the current study examined whether pictorial information helps L2 learners process morphemic elements in multiclausal sentences presented aurally. Thirty-two learners of Japanese engaged in elicited imitation both with and without pictorial support. The results revealed that the learners performed significantly better with pictorial support, lending support to multimedia learning theory for L2 learners’ processing of morphemic elements. However, a limited effect of pictorial support was found for the processing of an element that the L2 learners had learned recently, and that was in sentence-final position, suggesting that these types of items are difficult to automatize regardless of cognitive support.
This study investigated the effects of video self-modelling (VSM) on reducing task avoidance behaviours of four elementary-aged students with autism spectrum disorders. A multiple-probe design across ...participants showed that the performance of two of the four participants was positively changed immediately after the VSM interventions were implemented. The performance of one participant did not change positively until the original VSM was modified. The performance of another participant was not improved even after the modified VSM was implemented. In addition, improved attentiveness to the video did not necessarily lead to positive effects of the VSM interventions.
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