Departmental Bulletin Paper 知的障害児における社会生活能力の評価について2 ―療育手帳判定結果から見える障害像に関する一考察―

柴田, 長生  ,  Chosei, SHIBATA  ,  京都文教大学臨床心理学部教育福祉心理学科  ,  Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

Description
I compared and examined the evaluation results of 384 intellectual disabled children about intellectual abilities and social abilities. The intellectual abilities were evaluated by the developmental-test and the Social abilities were evaluated by the social ability scale which is composed in the six areas ; Self independence, Movement, Operation, Communication, Group participation and Self-control. We used this social ability scale for the diagnosis of intellectual disabled children in Kyoto prefectural Child Guidance Center. And in 2012, I researched the diagnostic results of 384 Intellectual disabled children. Intellectual abilities and social abilities are basically correlated. But in each individual data、the level of intellectual abilities is different from the level of social abilities . And the aspects of the difference are various. I reviewed the aspects of the difference and considered about the various clinical features of intellectual disabled children. Considering results are as follows. 1 Intellectual abilities and social abilities are basically correlated. 2 the difference patterns between the intellectual abilities and the social abilities are as follows.   Type 1: There is not a difference in the intellectual abilities and the social abilities.   Type 2: It is low, that the social abilities are relative more than the intellectual abilities.   Type 3: It is high, that the social abilities are relative more than the intellectual abilities. 3 The various clinical features of intellectual disabled children can be described by these differential patterns. 4 With the ripeness which accompanies aging, the ability of self-independence becomes higher than the intellectual ability relatively. But for the intellectual disabilities, the communication ability becomes lower than the intellectual ability relatively. These characteristics are a general tendency. 5 The height of the intellectual ability becomes the big motive which develops social ability.It is easy the lighter the degree of disability is, the more the difference between the intellectual abilities and the social abilities occurs. And of the boiling that the age becomes big therefore, the difference, too, becomes clear. 6 The difference between the intellectual abilities and the social abilities occurs with the influence from the other disability; Autism ADHD LD etc. , being clear. 7 As for the relative social ability to the intellectual ability, a little high tendency is seen, that the girl is relative more than the boy. AAIDD(American Association on Intellectual and developmental Disabilities) published 11th definition of Intellectual Disability in 2010. Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior. But significant limitations in intellectual functioning are different from significant limitations in social abilities. Then intellectual functioning and social abilities are deferent developmental domains. Eclectic clinical features of the intellectual abilities are formed by the factor which was described above.
Full-Text

https://kbu.repo.nii.ac.jp/?action=repository_action_common_download&item_id=1078&item_no=1&attribute_id=21&file_no=1

Number of accesses :  

Other information