知的障害のある自閉症スペクトラム障害児のピアグループの分析 : 相手による相互交渉の比較を通して

知的障害のある自閉症スペクトラム障害児の特別支援学級内における友人関係について，学級内の他の知的障害のある自閉症スペクトラム障害児との間で行われる相互交渉を，教師や，自閉症を伴わない知的障害のある児童との間で行われる相互交渉と比較することにより，友人関係行動を明らかにすることを本研究の目的とした。観察の結果，知的障害のある自閉症スペクトラム障害のＡ児は，同じ知的障害のある自閉症スペクトラム障害のＢ児やＣ児に対してかかわりを開始し，相互交渉に至ることは少なかったが，Ｂ児とＣ児間の相互交渉は多く認められた。このように，Ａ児にのみ異なる結果が認められた背景には，Ａ児とＢ・Ｃ児との学年差があることが考えられた。また，対象児が大人に対して相互交渉を開始する頻度は，大人以外の周囲の人とのかかわりと比較して高かった。従来の研究では，知的障害のある自閉症スペクトラム障害児同士のペアよりも知的障害児と知的障害のある自閉症スペクトラム障害児のペアの方が相互交渉を開始する頻度が高いことが明らかになっているが，本研究においては，知的障害のある自閉症スペクトラム障害児から自閉症を伴わない知的障害児に対する相互交渉開始の頻度は，知的障害のある自閉症スペクトラム障害児同士のそれよりも少なかった。

The purpose of the present study was to investigate friendship establishment behaviors among students with a combination of autism spectrum disorders and intellectual disabilities in special needs classrooms by analyzing the differences of social interactions with other students with a combination of autism spectrum disorders and intellectual disabilities, those with intellectual disabilities, and their teachers. As a result of the observation, Student A, who is a person with a combination of autism spectrum disorder and intellectual disability, was rarely observed to start friendship establishment behaviors with Students B and C, who also are people with a combination of autism spectrum disorders and intellectual disabilities, however, those behaviors between Students B and C were frequently observed. This difficulty in the establishment of social interactions occurred in Student A was considered to be the cause of age differences: Student A was older than the other two students. In addition, the frequency of these students’ social interactions with adults was higher than that of their interactions with peers. Previous studies revealed that the frequency of starting social interactions between pairs with children with a combination of autism spectrum disorders and intellectual disabilities was lower than that of interactions between children with a combination of autism spectrum disorders and intellectual disabilities and those with intellectual disabilities. However, in the present study, it was found out that the frequency of social interactions from students with a combination of autism spectrum disorders and intellectual disabilities to those with intellectual disabilities was less than that of interactions from students with a combination of autism spectrum disorders and intellectual disabilities to those with intellectual disabilities.