自閉スペクトラム症児童におけるエピソード記述を用いた対人的かかわりの分析

Analysis of Social Interactions Using the Episodic Recording Method in a Child with Autism Spectrum Disorder

Sakai Yutaro

Asaoka Hiroshi

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This study aimed to identify the characteristics of social interactions in a child with autism spectrum disorder (ASD) across a regular classroom and small-group settings. We observed the interactions between the target child and peers in both settings. The episodic recording method was used for data collection, resulting in 11 episodes: five from the regular classroom and six from the small-group setting. The results revealed that: 1) the target child’s interaction patterns differed between the regular classroom and small-group settings; 2) the child became overly focused on winning in competitive situations, potentially overlooking others’ feelings; and 3) practice and increased confidence led to more positive interactions and verbalizations. These findings suggest the importance of considering multiple environments when assessing and supporting children with ASD as well as the potential benefits of structured practice in improving social interactions.

Autism spectrum disorder

Episodic recording method

Social interactions

自閉スペクトラム症

エピソード記述

対人的かかわり

jpn

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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