@article{oai:juen.repo.nii.ac.jp:00004696,
 author = {村中,  智彦 and Muranaka,  Tomohiko},
 issue = {2},
 journal = {上越教育大学研究紀要},
 month = {Mar},
 note = {本研究は，課題場面で自傷行動と攻撃行動を著しく示した14歳の重度知的障害児に対する有効な援助方法を探ることを目的とした。まず，自傷・攻撃行動を低減させる援助方法を考案するために，自傷・攻撃行動の査定を行った。応用行動分析学における行動の機能的分析に基づく査定を行い，三項随伴性による行動観察と動機づけ査定尺度による聞き取りの2つを使用した。そして，自傷・攻撃行動を引き起こす要因としての「指導者の指示的な声かけと指さし」を推定し，それを抑制する援助方法を中軸にした指導を試みた。その結果，指導者の指示的な声かけと指さしの減少に伴って，自傷・攻撃行動の急激な低減が認められた。結果をもとに，自傷・攻撃行動の改善に作用した要因について，援助方法の修正に伴う学習環境の変容の観点から考察を行った。, This study was to designed to seek effective support method for severe intellectual handicapped child who exhibited self-injured and aggressive behavior in instructional setting. First, the functional analysis methodology was used to determine the relationship between target behavior and environmental events. The two methods was employed in this functional analysis. The observation of antecedents and consequences, "The Motivation Assessment Scale" were used. The antecedents of indicative support-voice and pointing was estimated, this support method to restrain it was incorporated into instructional programs. As a result, With decrease of indicative support-voice and pointing, sudden reduction of target behavior was recognized. The results are discussed in the factor which operated on improvement of self-injured and aggressive behavior. The viewpoint of discussion is transformation in learning environment with a modification of support method.},
 pages = {471--482},
 title = {自傷・攻撃行動を示す重度知的障害児の事例研究 : 援助方法の変容による改善},
 volume = {18},
 year = {1999},
 yomi = {ムラナカ, トモヒコ}
}