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The impact of school consultations by occupational therapists in special needs schools for intellectual disability Shun Harada 1,2 , Kiyomi Tateyama 3 , Shigeki Kurasawa 4 , Hiroyuki Tanba 5 , Kazuyo Nakaoka 3 , Ippei Kawasaki 1 , Kuniaki Nagai 1 1Department of Occupational Therapy, Kyoto Tachibana University 2Doctoral Course, Graduate School of Comprehensive Rehabilitation, Osaka Prefecture University 3Graduate School of Rehabilitation Science, Osaka Metropolitan University 4Department of Occupational Therapy, School of Health Sciences, Fukushima Medical University 5Department of Occupational Therapy, Kansai University of Welfare Sciences Keyword: 特別支援教育 , 発達障害 , 学校作業療法 , Special needs education , Developmental disability , Occupational therapy in school pp.23-32
Published Date 2024/2/15
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 The purpose of this study was to examine the impact of school consultations based on specific protocols in special needs schools of intellectual disability. Occupational therapists (OTs) visited schools and provided consultation services to 15 students and the teachers at each elementary and lower secondary divisions. The protocol consisted of three consultations per student (using a prescribed form to confirm goals and share support contents). The Goal Attainment Scaling (GAS) and Aberrant Behavior Checklist (ABC-J) measured the effects of the consultations. Both GAS and ABC-J scores showed a significant improvement. The school consultation provided by OTs was found to contribute to the achievement of individual goals for each student and to reduce teachers' sense of difficulty.


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電子版ISSN 印刷版ISSN 0289-4920 日本作業療法士協会

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