高等学校の通級指導における学校作業療法—自閉スペクトラム症児に対する自分研究の実践

High school occupational therapy in resource rooms: Implementation of “Jibun-kenkyu” for a child with autism spectrum disorder

要旨：高等学校の通級指導を利用する自閉スペクトラム症の生徒に対して，認知行動療法を基とした自分研究の適用を試みた．結果，1年後の子どもの行動チェックリスト（本人用）は規則違反的行動が臨床域から正常域へ，不安/抑うつ，引きこもり/抑うつ，注意の問題が臨床域から境界域に改善した．また，クラスメイトとのトラブルが減り，教員とのパートナーシップが形成された．自分研究は生徒の自己理解を深めるだけでなく，支援者の理解を促すことが想定され，高等学校の通級指導への作業療法介入として有用であることが示唆された．

　We attempted to apply a “Jibun-kenkyu” based on cognitive-behavioral therapy as part of an instructional program for a high-school student with autism spectrum disorder who used a resource room. The results showed that after one year, the Child Behavior Checklist (Youth Self-Report) scores improved from the clinical range to the normal range for rule-breaking behavior, and from the clinical range to the borderline range for anxious/depressed, withdrawn/depressed, and attention problems. The number of incidents with classmates decreased and partnerships with teachers were formed. It is assumed that the “Jibun-kenkyu” not only deepens the self-understanding of a student, but also promotes the understanding of the people supporting the student, suggesting that “Jibun-kenkyu” is useful as an occupational therapy intervention for high-school students in resource rooms.