Departmental Bulletin Paper 心理劇のアセスメント機能を応用したASD児の問題点の特定
Identification of the Problems of Chiwldren with Autism Spectrum Disorder by Applying the Assessment Function of Psychodrama

長田, 洋一  ,  稲葉, みどり

5pp.67 - 81 , 2017-03-31 , 愛知教育大学大学院・静岡大学大学院教育学研究科共同教科開発学専攻(後期3年博士課程)
We conducted psychodrama using children’s stories to improve the personal relationships of children with autism spectrum disorder (ASD) in a resource room of an elementary school. We identified two target children’s problems in the first semester and performed psychodrama with children’s stories with an appropriate subject for the improvement in the personal relationship problems they experienced in the second semester. Two target children were Child A and Child B, studying in the fourth and fifth grades respectively. At first after having two teachers in charge of the class evaluate the children for personal relationships in May, evaluations of “the formation of human relations” and “the communication” were low for both children, but the cause was not identifiable. A psychodrama was started in June, and after conducting it four times, Child A was seen as having difficulty in “understanding characteristics” and “initiative,” while Child B was seen as experiencing difficulty in “understanding characteristics.” After the two teachers reported the information about the children’s classroom activities to the resource room teacher at the same time, and judging it in conjunction with problems seen in the psychodrama scene generally, it was identified that Child A lacked initiative and aggressiveness, and Child B faced difficulty in comprehending language. Therefore, psychodramas from the second semester used powerful children’s stories or aggressive children’s stories. Based on the results, it became clear that a combination of assessments psychodrama as well as other assessments including an evaluation and the hearing by the teacher in charge provide a more accurate assessment for the target child.

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