Effects of social skills training for children with developmental disabilities in resource rooms of primary schools : focused on self-understanding of social skills objects and hours spent in resource room

本研究は，発達障害を対象にした通級指導教室における小集団ソーシャルスキルトレーニングの効果的なあり方について探るために，4カ所の通級指導教室の1年間の実践について調査した。指導前と指導後の2時点において，在籍学級の担任が，児童の状態についてソーシャルスキル尺度を用いて評価した。また，通級指導教室の担当から，児童の学ぶべき課題の自己理解の程度，児童の通級時間数などを聴取した。182名の児童の情報が収集された。結果，事前評価から事後評価にかけて，集団行動，セルフコントロール，仲間関係スキル，コミュニケーションの4つの下位尺度すべてで得点が有意に上昇しており，通級児童のソーシャルスキルの向上が確認された。また，相関分析および分散分析の結果からは，自己理解および通級時間数が児童のスキル向上に少なからず関係していたことが示された。これらの結果を踏まえ，今後の通級指導教室におけるSSTの在り方について考察した。This study investigated the effectiveness of group-based social skills training (SST) for children with developmental disabilities, who attended special support services in primary schools’ resource rooms. The practices in 4 resource rooms were examined over a period of one year. The evaluation of social skills was conducted by regular classroom teachers during the 1st term (preliminary evaluation) and 3rd term (post evaluation). We also collected data from the resource room teachers pertaining to the children’s level of self-understanding, and their number of years and hours spent in resource rooms. The data of 182 children were gathered. The results revealed that the post evaluation scores, derived from the 4 subscales (group behaviors, self-control skills, friendship-making skills, communication skills), were significantly higher than those of the preliminary evaluation. Furthermore, the analysis of variance showed that children’s self-understanding and the amount of time spent in resource room influenced changes in their social skills. In conclusion, we discussed about the effectiveness of group-based SST and self-understanding support in primary schools’ resource rooms