@article{oai:kumadai.repo.nii.ac.jp:00031609,
 author = {干川, 隆 and Hoshikawa, Takashi and Sonoda, Tomoko and 園田, 朋子 and 干川, 隆 and Hoshikawa, Takashi and Sonoda, Tomoko and 園田, 朋子},
 journal = {熊本大学教育実践研究},
 month = {Feb},
 note = {This study intended to examine the effects of self-monitoring on the routine skills and social behavior of a child diagnosed with Asperger's syndrome and attention deficit hyperactivity disorder (ADHD) enrolled in a regular class. The target child was a male in the fifth grade of elementary school, and evinced problems in daily life skills and conversations. Thus, six behaviors from routine tasks, such as doing homework, were selected for the child to perform; he was asked to record his ability or inability to perform these activities on a daily basis. At every Tuesday, a session was held with the child to reflect on his performance over the week. The conversation during the session was recorded, and we sought to improve the child's behavior through self-monitoring and from the student's own assessment of the specific aspects that required attention based on the recorded conversations. At the second stage of support, the token economy method was introduced to further increase the child's motivation for self-monitoring. Consequently, he managed to amplify the number of achievements in his daily life skills and increase the frequency of him communicating through his eyes. The results revealed the importance of an external reinforcer to enhance the child's motivation for self-monitoring.},
 pages = {197--205},
 title = {アスペルガー症候群とADHDを併せ持つ児童の行動に及ぼすセルフモニタリングの効果},
 volume = {37},
 year = {2020},
 yomi = {ホシカワ, タカシ and ソノダ, トモコ and ホシカワ, タカシ and ソノダ, トモコ}
}