@article{oai:air.repo.nii.ac.jp:00005357,
 author = {今野, 菜穂子 and 鈴木, 徹 and KONNO, Naoko and SUZUKI, Toru},
 issue = {43},
 journal = {秋田大学教育文化学部教育実践研究紀要},
 month = {Mar},
 note = {本研究では，特別支援学校小学部に通うASD傾向のある児に対する筆者の指導記録を，子どもと教師の関係性に着目しながら分析し，支援を行っているときに子どもと教師との関係やそれぞれの内面には何が起こっているのかを明らかにすることを目的とした．結果として，第一に，子どもと周囲との関係が悪化しているときには問題行動が増加し，周囲との関係が改善していくにつれて問題行動が減少していた．第二に，教師は問題行動を減らす指導を続けながらも，子どもの内面に着目したことで，次第に問題行動以外の部分に働き掛ける支援が増えていた．これらのことから，周囲との関係の変化が子どもの行動の変容に大きく影響していることが示唆された．また，子どもの姿や行動の変容と教師の支援の変化は，お互いに影響を与え合いながら連続的，または同時的に起こっていることが分かった．, In this study, we analyze instructional records of children who tend to have ASD who attend elementary schools in special schools, focusing on the relationship between children and teachers, and when providing support. The purpose was to clarify what was happening the relationship between children and teachers, and inside each. As a result, firstly, problem behaviors increased when the relationship between the child and the surroundings deteriorated, and decreased as the relationship with the surroundings improved. Second, while teachers continued to teach to reduce problem behaviors, by focusing on the inner side of the child, there was gradually increasing support for working on areas other than problem behaviors. From these facts, it was suggested that the change in the relationship with the surroundings had a great influence on the change in the behavior of the child. It was also found that changes in the appearance and behavior of children and changes in teacher support occur continuously and simultaneously while influencing each other.},
 pages = {153--159},
 title = {周囲との関係や内面に着目した子ども理解の在り方に関する研究},
 year = {2021}
}