統合保育場面における障害児の相互交渉能力を視点にした行動評価の試み—精神発達遅滞を有する1症例を通して

Preliminary study of behavioral assessment based on the interaction skill of a handicapped child in preschool integrated education : Through a case study of a child with mental retardation

要旨：集団参加に著しい困難を示した1症例に対し，相互交渉能力に関する行動評価を試みた．対象は統合保育を行っている幼稚園に在籍する精神発達遅滞，多動傾向と診断されている5歳の女児である．行動評価は，児と他者（他児および教師）の関わりの様子を2場面で縦断的に観察し，文章化して記録した．この記録をもとに，エピソード数，働きかけ開始頻度，本児からの働きかけ・他者の働きかけに対する反応という項目で行動評価を行った．

　その結果この評価は，本児が経過に伴い他者への攻撃行動が減少し，他者が理解できない不適切な行動が増加するといった相互交渉能力の変化を示していた．

　We attempted to evaluate behavior concerning the interaction skill in a subject who had extreme difficulty participating in the group. The subject was a five-year-old girl who received an inclusive education at kindergarten and who was diagnosed with mild mental retardation and hyperactivity disorder. The behavioral evaluation was longitudinally observed-i.e., the interaction between her and others (other children and teachers) in two settings, a free play situation and a structured situation. On the basis of the description from observing the subject, behavioral interaction was analyzed with the following aims : "number of episodes", "frequency of approach initiation", "quality of the subject's approach behaviors to others", and "quality of the subject's response behaviors to others."

This assessment showed changes in interaction skills : the subject gradually decreased violent behaviors and increased inappropriate behaviors, which others could not understand.