飛び出し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援

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(1)Title. 飛び出し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. Author(s). 高畑, 庄蔵. Citation. 北海道教育大学紀要. 教育科学編, 56(2): 63-80. Issue Date. 2006-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/407. Rights. Hokkaido University of Education.

(2) 北海道教育人学紀要（教育科学編）第56巻第2号 JournalofHokkaidoUniversityofEducation（Education）Vol．56，No．2. 平成18年2月 February，2006. On−Sitepracticesupportforstudentswithseverementalretardation Withdashing−OutbehaviorthroughcloseafBliationsbetweenschool forhandicappedpersonsandwelfarefacility TAKAHATA Shozo. DepartmentofSpecialEducaition，SapporoCampus，HokkaidoUnivercityofEducation，Sapporo OO2−8502. 飛び出し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. 高畑庄蔵. 北海道教育人草札幌校障吉妃教育学研究室. Abstract. Inthecaseunderstudy，theauthortookajobcoachapproachatMfacility．Basedonclosecontact betweenaschoolforhandicappedpersonsandawelfarefacility，thecourseofcontactsamongthosepro− Vidingsupportwasinvestigatedinconnectionwithactivityperformanceanddashing−Outbehavioratex−. tramuralpracticeatMfacility．Theaimwastoexamineaspectsofthepracticalcontacts．Thestudent hadseverementalretardationwithextremelydangerousbehaviorsuchasdashingoutside．Here，Sup− portwasprovidedbasedonthecomprehensiveoverallapproachbyFujiwara．The”jobcoach−type. approach”wasusedfortheenvironmentalapproachinordertoimprovethehuman，physicalenviron− ment．So−CalledsupporttooIswereemployedtoencourageautonomous，SpOntaneOuSaCtivityamongthe. Students．Asaresult，Studentsbecamerelativelystableinperformingtheirtasks，anddashingoutsidebe− Camealessfrequentbehavior．Moreover，aSurVeyqueStionnairegivenleadersandmothersrevealed theirgenuineappreciationofthesupporttooIs，SuppOrtprOCedures，effectivenessandteacherjobcoach approachestablishedinthepresentstudy．Aspectsofthecloseaffiliationbetweentheschoolforhand−. icappedpersonsandthewelfarefacilitywerediscussedfromthestandpointofacomprehensiveoverall approach． Keywords：Affiliation，behavioraldisorder，SeVerementalretardation，SuPPOrttOOIs，jol）COaCh，COmPrehensive. overall approach. 63.

(3) 高畑庄蔵. I．BackgroundandOverview InSpecialEducationinthe21stCentury （FinalReport）（2001）it was reported that. blepartnershipswi11resultinmanyimportant recommendationsinregardtofuturedirection Ofspecialsupporteducation． Theparticipantofthestudycoveredinthis. ”education，Welfare，medicine，1aborand related. paperisaseverelymentalretardationstudent. Organizationsshouldunifythemselvestoestab−. Withtheextremelydangerousbehavioraldis−. 1ishaframeworktoprovideconsultationand. Orderoftakingoffwhenheisleftunattended．. SuppOrtforchildrenwithdisabilitiesandtheir. Takingtheindividualapproachtoimproving. patentsfrominfancytothepost−SChoolyears. Onlythebehavioroftheparticipantisnotonly. throughaintegratedsystemofeducation，Wel−. difficultbutcanbeverydangerousaswell．Fu−. fare，medicineandlaborservices，”pointingout. jiwara（2002）recommendsmakingthetransition. theneedforthesesectorstoworktogether. fromtheindividualapproachtothecomprehen−. throughpartnershipsiscriticaltothefutureof. Siveholisticapproach．Thecomprehensiveholis−. SpeCialsupporteducation．Iida（2001），basedon. ticapproachthatFujiwararecommendsiscom−. herfindingsfromanationwidesurveyintothe. prised oftwo elements：an enVironmental. CurrentStateandfuturechallengesofpartner−. approachthatisconcernedwithenvironmental. ShipsbetweenschooIsforthedisabled（thatdeal. factorssuchasphysicalenvironmentandsocial. mainlyinseverebehaviordisorders（2000）and. environment；andanapproachtotheindividual. Welfareinstitutions，drewattentiontothefact. thatis concerned with theindividualand. thatthefocusofemphasisinregardtoforming. psychologicalfactorssuchasindividualbe−. SuChpartnershipsneedstobeonestablishinga. havior．Thecomprehensiveholisticapproach. tangiblesystemthat”unifiestheinstruction. SerVedasaveryimportantviewpointwhen. methodsfor schooIsfor the disabled and welfare. planningthesupportstrategyforthisstudy．. institutions，”ratherthanthesameoldmalignant. Intheenvironmentalapproach，itisrecom−. CyCleofsuperficialpartnershipsthatdon’tget. mendedtousethejobcoachingapproach（Shi−. atthecoreofprovidingassistancetothosewith. ga，2000）inorganizingsocialandphysicalen−. SeVerebehavioraldisorders．Unfortunately，it. Vironments．Oneoftheimportantskillsofajob. appearsthatamajorobstacletoachieving. COaChisthatoftheabilitytograduallyshiftthe. tangiblepartnershipsandassistingthedisabled. responsibilityofleadershipandduties（e．g．，the. inachievingindependentparticipationinsociety. manneroftakingbreaks）overtocoworkersand. isthefactthatthereisahighratioofbehavior−. Superiorsintheemploymentsetting．Thisis. aldisordersamongtheautisticandthosewith. alsoreferredtoasnaturalsupport（Umenaga，. SeVerementalretardation（Noguchi，2002）．. 2002）．TheplannednaturalsupportOgawa. Anotherobstacletoachievingatangiblepart−. （2000）recommendsisthatinwhichaspecific. nershipthatincorporatesunifiedinstruction. planofactionispreparedwiththesupervisors. methodsfor schooIsfor the disabled andwelfare. inthecorrespondingemploymentsettingin. institutionsisthelackofvalidateddataandap−. ordertostreamlinethe socialenvironmentso. pliedresearchregardingeffectivesupport. thatcoordinatednaturalsupportisprovidedto. methods．Inlightofthesedifficultchallenges，it. theparticipants．Thiskindofjobcoaching. appearsthatresearchingwaystodeveloptangi−. approachalsoseemedtobeemployableasasig−. 64.

(4) 飛び‖し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. nificantsupportstrategyfortheparticipantof. SeVerelymentalretardationstudent’sbehavioral. thisstudy．. disorderoftakingoffwhenleftunattendedat. The use of support tooIs（Takahata＆. FacilityM，anOn−SChoolrealpracticesetting．. Musashi，1998；Takahata＆Musashi，2000；. Duringthisstudy，mygOalwastoinvestigate. Takahata＆Musashi，2002）isrecommended（Fu−. pragmaticpartnershipsbetweenschooIsforthe. jiwara，2002）fortheapproachtotheindividual. disabledandwelfareinstitutionsbystudying. portionofthejobcoachingapproach．Support. theprogressofpartnershipsamongthesuppor−. tooIsarecomprisedofcluetooIsfortriggering. tersastheydealtwiththebehavioraldisorder. autonomousandvoluntaryactivityamongde−. Ofthedisabledstudentparticipant．Inaddition，I. Velopmentally disabled children and re−. usedaquestionnairetoreceivefeedbackfrom. placementrecordingtooIsformaintainingthe. thetrainersandthemotherofthestudentpar−. motivationforproactiveactivity．Takahataand. ticipantsothatIcouldevaluatetheapprop−. Musashi）reporttheeffectivenessofsupport. riatenessofthesupporttechniquesused．Lastly，. tooIsinacquiringindependentworkbehaviorin. Ihaveaddedsomeobservationsregardingpart−. arealpracticesettingwithamoderatelymental. nershipsbetweenschooIsforthedisabledand. retardation student．In addition，itisbelieved. Welfareinstitutionsfromthestandpointofthe. thatsupporttooIscontributetoacquiringself−. COmprehensiveholisticapproach（Fujiwara，. managementbehavior（Fujiwara，2002）．Christ−. 2002）．. ian and Poling（1997）also deem such self−. managementproceduresbyjobcoachesinan employmentsettingasacceptablebytheparti− Cipants，CO−WOrkersandtheirsupervisors．Lago− marcino，Hughes，andRusch（1989）alsoargue. I［．ParticipantsandMethods. l．TheStudentParticipant Atthestartoftheprovisionofsupportasa. that unless the job coachinstructs self−. facilitator／jobcoach（June，200Ⅹ），thestudent. management，itisunlikelythattheparticipants. participant（hereinafterreferredtoasStudent. wi11beabletoachieveindependenceonthejob．. M）wasaseverelymentalretardationmale. ThesekindsofsupporttooIsalsoseemedtobe. Senioratinthehighschooldivisionofschool−T. employableasasignificantsupportstrategyfor. forthedisabled．Oneyearpriortothestartof. theparticipantofthisstudy．. SuppOrt（June，200Ⅹ−1），StudentM’sIQwas. Basedontheabove，eXeCutingsupportus−. testedtobe19usingtheTanakaBinetscaleof. inganorganiccombinationofthejobcoaching. intelligence，Classifyinghimasseverelymental. approachandsupporttooIsseemedworthre−. retardation．Intermsofcommunication，Student. SearChingfornewfindingsinregardtoim−. Mdidn’tusemuchspokenlanguageotherthan. plementingsupportbywayoftangiblepartner−. SOmegruntingandhappynoises．However，he. Shipsthatareaimedtoachieveunifiedinstruc−. WaSabletocommunicatehisintentionsusinga. tionmethodsfor schooIsforthe disabled and. buzzerequippedcellphoneshapedtoy．Student. welfareinstitutions．. M’sbehavioraldisorderoftakingoff（whether. Inthisstudy，I，thewriterofthispaper，. athomeoratschool）theinstanthewasleftun−. performedtheroleoffacilitator／jobcoachto. attended，madeitratherdifficultonhissuppor−. attemptthejobcoachapproachinregardtoa. ters．DuringrealpracticeatFacilityMin200Ⅹ−. 65.

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(6) 飛び‖し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. Tablel SampleSocialSupportEnvironmentPlanningSheetPlanofSocialSupport EnvironmentSurroundingStudentM（forTrainerB）. SchooIT−Takahata TELx x x−0000. FacilityM−TraincrA Thisplanisatentativeplandesignedtohelpthetrainersgetabetterviewoftheoverallschemeofsupport． Pleasereviewn）rCOOperationrromallparticipants． Time. 9：30. 9：40. Se廿ing. 凱udentM’sactiヽ▼il）▼. Trainer’sactivity. Cooperation. Cooperation. from Student. from other. M’smother. trainers. 81：This planning Sheetwasprintedin color on A4 size paperandthenlamin− ated．Three types were made：one for Trainer A，One for Trainer B（Trainer A’ssuperior）andone fnr St11dent M’s mother．. Front Greetings，breaktime（play 8Awayfromdesk Attendtostudent entrance， With string andlisten to due to various（assistinoperating workplace music） errands● timer）. Play ball. Play ball. Helpwithlamina− tion removal. Prepare Student. 9：55. M’swork. Move milk car− toons，etal．●. 10：00. Workplace Performaworkset（remove 1aminationfrom40to50milk. Reinforcement throughuseofsup− CartOnS），takeabreak（play porttooIs Withstring）andthenrepeat．（Rreaks11S11a】】yareseナナn】ast 8Awayfromdesk. about5minutes，butthisis uptoTrainerAtodecide．）. due to various errands●. Cooperationfrom Trainer B. せ）Chairfortaking breaksinpottery rOOm. Cooperationfrom Trainer B and other trainers. 11：55. Notes／moto. Hallway Movetothelunchroom● Escortstudentto lunchroom PassoutchopstlCks Help preparefor. 82：In this column （Notes／Photographs）， photographs were addedthatthatcor− respondedtoStudent M’sactivitiesaslisted ontheleft．. 83：Itemsthatrequlre SpeCialattentiondur− ing handovers and partneringareencom− passedwitharedline．. Prepareteausingtheauto−1unch matichotwaterdispenser 12：20. Lunchroom Breaktime（playwithstring. andlistentomusic） Cleanup（e．g．，1unch trays）●. 12：45. 12：50. 1. Hallway Gotorestroom，mOVetOplay Escort student. area●. backtoplayarea. Play ball. Play ball. Reinforcement throughuseofsup− porttooIs Performaworkset（remove laminationfrom40to50milk. 13：00. 〔iz）Break corner. andporchchair. 8Awayfromdesk due to various CartOnS），takeabreak（play errands● Workplace withstring）andthenrepeat. （Breaksusuallyaresettolast about5minutes，butthisis. 8Take Student M. uptoTrainerAtodecide．）. Out．. Cooperationfrom Trainer B 〔王）Chairfortaking breaksinpottery room. With when going. 67.

(7) 高畑庄蔵 Helpwithlaminationremoval 8Awayfromdesk StaywithStudent due to various M errands● Endofwork. 15：50. Instruct other Helpwithlamina− users●. 15：55. Tea time 16：10. tion removal. Movetoautomatic hotwater Escortstudentto dispensertopreparetea● automatic hot Waterdispenser Hallway Preparetea Helppreparetea Frontentr− Greetings. Thankyouforyourcooperationinsupport− ingStudentM．. Tea time. Tea time. GreetlngS. Greetings. anCC. 8Performitemsmarkedwithanasterisk（8）accordingtoyourneeds． ●ThissymbolmarkssettingsthatposeahighriskofStudentMtakingofE． TheFrontofPlannlngSheet. Table2 RecommendedMeasuresandtheBasicsRegardingtheUseofSupportTooIs 1．Playingball. Usetheballonlytwicea day．Storeitin thecardboardboxabovethelocker．Only playballasindicatedontheschedule． Denyanyrequeststoplaywiththeball duringworksetsorworksetbreaks．In theeventthatStudentMattemptsto StimulatehisprlVatepartS，StOpplaylng ballimmediatelyasadeterrent．. 2．Rubber bands durina work. Putsomerubberbandsinyourpocket forawardingStudentM． Award Student M with one rubber band andahandshakeeachtimehecompletes OneWOrkcycle． Penalize Student M each time he takes Offduringworkbytakingawayallthe rubber bandsin his box．. 3．When step−. plng aWay for more than five minutes. 5．Cooperation from Student M’s mother. Visual instruction cards. TrainerB：Thereisachairinthepottery room for Student M to take breaks when yctuneedtostepawayformorethanfive mlnuteS．Hand Student M his break kit andhaveTrainerCtakehimtothepot− teryroom．BesuretopraiseStudentM with a handshake if he waits as he Should．BesuretopromptStudentMas necessary duringworksets，breaksor moves．Startthetimerinthepottery room．Give Student M aboutfive rubber bandsforhisbreakinthepotteryroom． BesuretogiveStudentMahandshake whenever he followsinstructions．. 4．When step−. Pleasehelpout（volunteer）wheneveryou Can．Specifically，pleasehelpwiththefol− lowingtwoitems．・30minutesatthestart andendofeachdayinhelpingoutwith removinglaminationfromthemilkcar tons．？Have someone watch StudentM duringthattime．Itisokaytoleaveyour SeatWhenvolunteering．AIso，Onplease discussideasregardinghowtodealwith artclassonThursdayafternoons．. 6．Breaksin the lunch room. plng aWay for more than five minutes. Iknowthisisaskingalot，butplease keepStudentMwithyou．Givehimthe timerandstringforplayingduring．. Trainer B and Trainer A：Ithinkit wouldbeagoodideatohaveachairfor takingbreaksontheporchinthebreak COrner．Pleaseconsider．Ifyoueverneed toleavethosetwoareas，pleasehave Othertrainershelpup（andotherusers Whoseemcooperative）・Iwillalsoaskfor theircooperatlOninthisregard．. ShowthecorrespondingphotographtoStudentMpriortobeginninganactivityandgivethecor− respondinginstruction（e．g．，”Timeforwork．”）andthengiveStudentMatapontheshoulderto COnfirmtohimthataninstructionhasbeengiven．StudentMshouldthennodtoacknowledgethat heunderstandstheinstruction．Pleasedothesameatthebeginningofallactivitiesandmoves．As necessary，repeattheinstructionandreconfirmwithashouldertapuntilthecorrespondingin− StruCtioniscompleted． AIwaysusethetimerforbreaksinordertohelpStudentMassociatethetimerwithbreaktime． Atthestartofabreak，haveStudentMpressthestartbutton．Thebreaksareusuallysettofive minutes，butfeelfreetochangethetimetosuitthecorrespondingtrainer’sneeds．. Cellphoneshapedbuzzer ItappearsthatStudentMislearningtoassociateendofwork＝breaktime＝timersound．Iwould liketorequestthatStudentMalsobetaughttopressthebuzzerwheneverheneedshelpduring YOrk・WheneverStudentMpressesthebuzzerwhenheishavingtrouble（e・g・・remOVinglamina− tlOnfromamilkcarton），besuretovocallypraisehim． Ball. Thinkoftheballasagood−1uckcharm．ItappearsthatStudentMisapeacewhenhehastheball． Asexplainedabove，Onlyusetheballtwiceaday：atthestartofworkinthemorningandatthe. start ofworkin the afternoon．. ThereversesideofPlannlngSheet. 68.

(8) 飛び‖し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. 3．SupportProcedures l）Supportperiodatschoolpriortoreal. tonsandthenshreddingthemup．Heremoved laminationfrom about20to30milkcartons and. practice：Introductionoftimerandcellphone. thenshredthemupintosmallpieces．Asshown. Shapedbuzzer．. inTable3，theworkflowatFacilityMwasthe. Workcycle：StudentMwasassigned40. SameaSatSChool．kSocialconditionsatFacility. pagesofpretendprintinginhispositioninthe. M：Thegroupwascomposedoffiveuserswith. SChoolprintingworkpreparationteam．Forev−. behavioraldisorders and Trainer A．？. ery40pages，hewasgivena5−minutebreak，. Facilitator／jobcoach：Thefacilitator／jobcoach. Whichcomprisedoneworkcycle．kCellphone. andTrainerAdiscussedwaystoarrangethe. Shapedbuzzer：StudentMwasgiventhetaskof. physicalenvironmenttobetterenableStudent. SOundingthebuzzeronceallthepaperwas. Mtoindependentlyexecutehisjob．. usedupforthegivenworkcycle．？Timerfor. 3）periodl（June18−19，200Ⅹ）：Arrangement. breaks：StudentMwasgiventhetaskofstart−. Ofphysicalenvironment（seeFig．2and3）．. ingandstoppingthetimerforstartinganden−. ・TrainerA’sposition：Upondiscussionwith. dingbreaks．Histeacherwasgiventhetaskof. TrainerA，thefacilitator／jobcoachasked. resettingthetimer．StudentMwasprovided. TrainerAtomovetoapositionbettersuited. Withhisownchairfortakingbreaks．During. foroverseeingalltheusers，includingStudent. breakshewasprovidedwithastringforplay−. M．ThechangeinTrainerA’spositionsare. ing．Thetimerwasinstalledintheworkareaso. markedwithanencompassingdashlineinFig．. thatStudentMcouldquicklystartworking. 2．k Location ofStudent M’s work area and. OnCehisbreakwasup．Whenthetimersound−. breakspot：Therefrigeratorwasrelocatedin. ed，StudentMwasgiventhetaskofpressing. OrdertolocateStudentM’splaceofworkand. thetimer’sstopbuttonandthenreturningto. breakstoalocationawayfromtheexitsas. work on his own．”Concentratedinstruction：. possible．Eventhenprecautionwasnecessary. First，StudentM’steacherdemonstratesthe. asthere was an exitthatledtothe rearmoun−. COrreCtmOdel．StudentMisthencongratulated. tain．AIso，TrainerA’sdeskwasrepositionedso. Withahandshakeandpraised（e．g．，Clapping， thatthefacilitator／jobcoachcoulddiscussmat− VOCalizedpraise，handgestures）whenhecor−. tersfacetofaceeasier．？RequestingTrainer. rectlyperformsthecorrespondingtask．Praise. B’shelpandthepositionofStudentM’swork. WaStObegraduallyreducedasStudentMim−. areaintheneighboringworkplace：Inorderto. proved．…Cooperation from Student M’s. keepStudentMfrombeingleftalone，Trainer. mother and homeroomteacher：The homeroom. Bwas asked tofillinfor Trainer A whenever. teacheraskedStudentM’smothertopraise. TrainerAneededtoleavetheworkplace．In. StudentMathome．Table3showstheusage. SuChcases，StudentMwouldcontinuehiswork. flowofthesupporttooIs．StepstoinTable3. intheworkareasetupinsidethepotteryroom. COmprlSeOneWOrkcycle．. justforStudentM．”Locationofthelunchroom：. 2）FirstdayofrealpracticeatFacilityM. AsshowninFig．3，thelunchroomandbreak. （baseline：June17，200Ⅹ）：Introductionofsupport. areaswerelocatedinthe areafurthestfrom all. tooIs．・Typeofwork；SuppOrttOOIs：StudentM. the exits．. WOrkedatremovinglaminationfrommilkcar−. 4）Period2（June24toJuly5，200Ⅹ）：Social. 69.

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(10) 飛び‖し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. terminedthatA）StudentM’smothershould. CooperationfromStudentM’smother：Inaddi−. help out directly in the morning because. tiontohavingStudentM’smotherplayasup−. TrainerAwastypicallybusywitherrandsin−. portiveroleinremovingthelaminationfrom. VOIvingbeingawayfromthedeskduringthat. themilkcartons，Shewasaskedtostaywith. time，B）itwasnecessarytotakeinconsidera−. StudentMinthemorningswhenTrainer A. tiontheloadplaceduponthesupportersand. WaSbusywitherrandsatthestartoftheday．‡. usesupporttooIstolightentheloadofdirectin−. The role ofthe facilitator／job coach：The. VOIvementofthesupportersasmuchaspossi−. facilitator／jobcoachcoordinatedplannednatu−. ble，andC）itwasnecessarytoformacoopera−. ralsupportbymaintainingdialogwithTrainer. tivesystemthatfosteredplannednaturalsup−. A，TrainerBandStudentM’smothertoassist. portincludingpartnershipswithothertrainers．. initems・tO†above．Thefacilitator／jobcoach. kIntroductionoftheSocialSupportEnviron−. alsoservedasmodelfordirectlysupporting. mentPlanningSheetaimedatplannednatural. StudentMandthengraduallyhadTrainerA. SuppOrt：Inordertopreventasituationin. takeoverdirectsupportforStudentM．The. WhichStudentMwouldbeleftaloneandposs−. facilitator／jobcoachalsohighlypraisedthe. iblytakeoff，threetypesofsheetswerepre−. trainers and Student M’s motherintheir skillin. pared（one for Trainer A，Trainer B and. partnering．？FromJulylon，theinstructor−job. StudentM’smother；SeeTableland2）．In. COaChmadethetransitiontoperipateticgui−. Ordertoensurethattherewouldbealwaysbe. dance，VisitingFacilityMtoexchangeinforma−. asmoothhandover，eaChsheetwasmarkedin. tionwithTrainerAregardingsupportmethods. redtohighlighttheareasrequiringthemost. andtheprogressofStudentM．. precaution．？Morningcorrelationmeetings：A. tenminutecorrelationmeetingwasheldeach morningforthreedays（June24to26）toreview. thehandoverslistedintheSocialSupportEn−. 4．UseofaQuestionnairetoSurveyTrainerA and Student M，sMother. UponcompletionoftherealpracticeinJuly. VironmentPlanningSheetwithTrainerA，. 200Ⅹ，thefacilitator／jobcoachusedaneight. TrainerB and StudentM’smother．”Partner−. itemquestionnaire（seeTable3and4）tosurvey. ShipwithTrainerB（TrainerA’ssuperior）：. TrainerAandStudentM’smotherregarding. TrainerBwas asked tofillinfor Trainer A. thevalueandeffectivenessofthesupporttooIs. whenever Trainer A needed toleave thework−. and procedures and the necessity of the. placeforanerrand．Inthiscase，StudentMwas. facilitator／jobcoach．Theitemsofthequestion−. given his break kit（see Table2）and then. nairewereformulatedusingafive−pOintLikert. escortedtothepotteryroomforthehandover. SCale（・Stronglydisagree，？Disagree，？Neither. WithTrainerB．…Partnershipsinthelun−. agreenordisagree，”Agreeand…Strongly. Chroom：StudentMwasgivenhisbreakkitand. agree）afterreferencingKatoh，Inoue and. thenescortedtothelunchroombyTrainerA. Miyoshiandcompletingsomepreliminaryre−. （seeFig．3）．Atthatpoint，TrainerAneededto. Views．Thequestionnairealsocontainedacol−. helppreparelunch，SOTrainerBandother. umnforexplainingone’schoiceand／oradding. trainers were asked to keep watch on the. other comments．. routesleadingtotheexitsduringthattime．†. 71.

(11) 高畑庄蔵. Table3 FlowoftheUseofSupportTooIs FlowofStudentM Support Tools. Activlty. LearningatSchooI. Setting／Challenge. Pretend Printing. RealPracticeatFacilityM Removinglaminationfrommilkcartons andthenshreddingthemup. ①Thesupportershowsandtapsonthe visualinstructioncard（photograph）tocon− firm the corresponding instruction to Student M．. ②StudentMperformstheallottedamount ofwork． ③WhenStudentMcompletesthejob，he Signalsthathehasfinishedbypressingthe buzzer．. ④StudelltMhalldsthebreaktimertothe supporter．（Thesupportertakesthetimer andsetsittoabout5minutes．） ⑤StudentMpressesthetimer’sstartbut− tonandthenreturnsthetimerstothedesig− natedlocation．. ⑥StudentMsitsinthechairpreparedfor takingbreaksand playswitl111isstringand. listenstohismusic．（Thesupporterpre− paresthenextworkset．） ⑦Whenthetimersounds，StudentMends hisbreak，preSSeSthetimer’sstopbutton andcontinuesfromStep②． ◎：ThissymbolindicatestheunitactionstobeperformedbyStudentM． 1＊：40sheets equalone work cycle． 2＊：40to50milk cartons equalone work cycle．. Table4 QuestionnaireSubmittedtoTrainerAandStudentM’sMother TrainerA. Question. Studellt M）s Mother. 1DoyouthinkthattheuseofsupporttooIs（e．g．，timer）werehelpfultoStudentM？. 5. 5. 2 WasStudentMperforminghisworkonhisown？. 4. 5. 3 DoyouthinkthatthetendencyofStudentMtotakeoffwhenleftunattendedisdangerous？. 5. 4. 4 DoyouthinkthattheSocialSu」妙OrtEm，iro71me71tPh17171i71gSheetwashelpful？. 5. 5. 5 Didyoufeelburdenedinyourroleasasupporter？. 3. 4. 6 DoyouthinkthatthemornlngCOrrelationmeetlngSWerehelpful？. 4. 5. 7 Doyouthinkthatthefacilitator／jobcoachwashelpful？. 5. 5. 8 Wouldyouliketohavesupportlikethatprovidedbythefacilitator／jobcoachinthefuture？. 5. 5. Ⅱ．Results. l．BehaviorofStudentMandSupporters Theresultsofrealpracticeduringthetwo. 72. WeeksofJune17toJuly50f200Ⅹareasshown inFig．4．Theuppergraphshowsthenumberof. times Student M took off and the number of timespartnershipswereformedbetweensup−.

(12) 飛び‖し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. porters．Thelowergraphshowsthetimespent. COuntSOfthisbehavior．However，themoment. atsitebythefacilitator／jobcoach．Thesetimes. thefacilitator／jobcoachorTrainerAleftthe. aredividedintotheactualtimespentatthe. SideofStudentM，StudentMwouldcheck. SideofStudentMandthetimespentobserving. aroundandthentakeoffrunning．Whenhewas. StudentMfrom a settingnotvisibletoStudent. left unattendedin thelunchroom while Trainer. M．. helpedpreparelunch，StudentMattemptedto 1）Baseline（June17，200Ⅹ）Takingoffand. head to the front entrance，but the. goingoutsidewhenleftunattended：Therewere. facilitator／jobcoachsuccessfullypreventedhim. 3countsofStudentMtakingoffandgoingcom−. from going outside．？Work：On the18th，. pletelyoutsideand6countsofStudentMtak−. StudentMcompletedthreesetsof40mi1kcar−. ingoffbutremainingintheworkplaceforatot−. tons（1aminationremovalandcartonshredding）．. alof9counts ofthis behavior．The momentthe. SinceStudentM’sspeedwaskindofslow，the. facilitator／jobcoachorTrainerAlefttheside. facilitator／jobcoachtalkeditoverwithTrainer. OfStudentM，StudentMwouldcheckaround. A and decided toreducethe setsize to20milk. andthentakeoffrunning．Sometimeshewould. CartOnS．Asaresult，StudentMwasableto. runupstairs，OutSideandthenovertotheother. COmplete8setsofmilkcartonsonthe19th．？. buildingandtherewaseventimeswhenhe. Instructorjob−COaCh：Thefacilitator／jobcoach. WOuldunlockthedoorhimself，gOOutSideand. wason sitefor about7hours and40minuteson. take offtowardtherearmountain．When the. the18thand19th．About30％（approx．2hours. facilitator／jobcoachorTrainerAcautioned. and20）minutesofthattimewasspentatthe. StudentM，hewouldreturntowork．？Work：. SideofStudentMperformingdirectinstruction. SincethereweresomanyincidentsofStudent. andtheremaining70％（approx．6hoursand20. Mtakingoffonthisday，thefacilitator／job. minutes）wasspentobservingStudentMfroma. coachwas unabletomeasure the amountof. SettingnotvisibletoStudentM．. WOrkcompleted．？Instructorjob−COaCh：The. 3）period2（June24toJuly5，200Ⅹ）：After. facilitator／jobcoachwasonsitefor7hoursand. arrangementofsocialenvironment・Takingoff. 40minutesfrom9：30AM to4：10PM．About. andgoingoutsidewhenleftunattended：There. 50％（approx．3hoursand50）minutesofthat. Werehardlyanyincidentsofthisbehaviordur−. timewasspentatthesideofStudentMper−. ingthisperiod，WitharatioofonlyaboutO．2. formingdirectinstructionandtheremaining. COuntSaday．ThereweretwocountsofStudent. 50％（approx．3hoursand50minutes）wasspent. Mtakingoffbutremainingintheworkplace. ObservingStudentMfromasettingnotvisible. （onceonJune26andonceonJuly2），butboth. toStudent M．. times this seems to be attributable toconfusion. 2）periodl（June18−19，200Ⅹ）：After. regardingStudentM’smother’sroleofparti−. arrangementofphysICalenvironment・Taking. CipationandStudentMcomingdownwitha. Offandgoingoutsidewhenleftunattended：. fever．In bothcasesStudentM returned to. TherewasIcountofStudentMtakingoffand. WOrkwhencautionedbyTrainerA．Whenhe. going completely outside and2counts of. wasleftunattendedinthelunchroom while. Student M takingoffbutremainingin the. TrainerAhelpedpreparelunch，StudentM. WOrkplaceforadramaticallyreducedtotalof3. WaSkeptentertainedwithhisbreakkitof. 73.

(13) 高畑庄蔵. Stringandmusic．StudentMmanagedtoplace. thenescortedhimtoTrainerB（TrainerA’ssu−. theheadphonesonhimselfandturnonthe. perior）inthepotteryroomtohaveTrainerB. Walkmanallbyhimself．Hemadehappysounds. SuperViseStudentMasStudentMtookabreak. ashelistenedtothemusicandplayedwiththe. withhisstringandmusic．WhileTrainerAwas. String．？Work：Eventhoughthesetsizewasin−. busypreparinglunch，StudentMwasplacedon. creasedbackto40milkcartons，StudentMwas. a breakin thelunchroom while Trainer B and. abletocomplete2to6setsaday（1aminationre−. Othertrainerstookcharge．Asidefromthe. movalandcartonshredding）foradailyaverage. timesthatTrainerAhadspecialerrandsto. Of4．8sets．June26，July7andJuly5werehalf perform，therewerethreehandoverswith daysatFacilityM，SOhadthesebeenfulldays，. StudentM’smother，TrainerBandthelun−. itislikelythatStudentMwouldhavecom−. Chroom．”Instructorjob−COaCh：SinceStudent. pletedevenmoresets．？Partnershipsandhand−. M’s”takingoff”behaviorhadbeennearlycom−. OVerSbetweensupporters：Thenumberofpart−. pletelycontained，thefacilitator／jobcoachre−. nershipsandhandoversbetweensupporters. ducedhistimeatFacilityM．Theratiooftime. WaS3to6timesadayforadailyaverageof3．9．. Spentbythefacilitator／jobcoachobserving. WhenTrainerAwasbusyinthemorningwith. StudentMfromasettingnotvisibletoStudent. moving things around and other various. M was Oto40％for atotalofabout3hours and. errandsthattookhimawayfromthedesk，. foradailyaverageofabout18minutes．The. StudentM’smothersupportedStudentM．. ratiooftotaltimespentbythefacilitator／job. LateroninthedaywhenTrainerAhadto. COaChatFacility M wasO（Ohours）to50％. leavetheworkplaceforothervariouserrands，. （approx．4hours）foradramaticallyreduceddai−. TrainerAgaveStudentMhisbreakkitand. 1yaverageofabout2hours．. Baseline. Physical environment arrangement. Social environment arrangement 〉Transitionto. Period 1. peripatetic guidance ■NumberofWtakingoffu incidents（wentoutside）. Size ofwork set cut in haK. ■Numberof”takingofr. incidents（remainedwithin. wo止place）「▲−Numberofwo止（milk ￠a止On）＄etS（lamination. removaland GartOn ＄hredding）. ＋Numberofguardian−trainer. PartnerShips. Guardian Participatio Student M came down with a fever. 6／17 6／18 6／19 6／24 6／25 6／26 6／27 7／1 7／2. 7／3. 7／4. 7／5. （Manth／Day）. □Ratiooftimethefacilitator月obcoachspentatthesideofStudentM □Ratiooftimespentobservlngfromasettingnotvi＄ibletoStudentM. Fig．4 TransitionofStudentMBehaviorandSupportfromtheFacilitator／JobCoach. 74.

(14) 飛び‖し行動のある重度知的障害生徒を対象とした養護学校と福祉施設とが連携した福祉施設における現場実習支援. 2．ResultsoftheQuestionnaireSul）mittedto Trainer A and Student M，s Mother. perhapsitwassomepsychologicalburdenon thesupportersinshoulderingtheunforgiving. Theresultsofthequestionnaireforthis. taskofcreatingandmaintaininganenviron−. Studyinregardtotargetbehavior，SuppOrtprO−. menttokeepStudentMfrombeingleftalone．. Ceduresandthefacilitator／jobcoachareas. Tn responsetoQuestion6regardingthevalue. ShowninTable3andFig．5．Inresponsetothe. Ofmorningcorrelationmeetings，bothparties. QuestionlregardingwhetherthesupporttooIs. respondedwiththehighestscoreof5（”Strongly. Were helpfulto Student M，both parties. agree”）．InresponsetoQuestion7regardingthe. （TrainerAandStudentM’smother）responded. Valueofthefacilitator／jobcoach，bothparties. withthehighestscoreof5（”Stronglyagree”）．In. respondedwiththehighestscoreof5（”Strongly. responsetoQuestion2regardingthework. agree”）．TrainerAcommentedthat”Iwasable. motivation and execution on behalfofStudent. tolearnalotofthingsaboutwaystoprovide. M，bothpartiesrespondedwitha4（”Agree”）．. SuppOrt．”StudentM’smotheralsoadded，”It. Student M’smothercommented that”itwould. WaS Very reaSSuring to have you（the. begreatifhecouldlearntodoeverythingby. facilitator／jobcoach）atourside．”Finally，inre−. himself．”InresponsetoQuestion3regarding. SpOnSetOQuestion8regardingthedesirefor. thedangerofStudentM’stendencytotakeoff. COntinued supportin the form of a. Whenleftunattended，bothpartiesresponded. facilitator／jobcoachorsimi1ar，bothpartiesre−. Witha5（”Stronglyagree”）．TrainerAcom−. SpOndedwiththehighestscoreof5（”Strongly. mentedthatitwas”dangerousindeedbecause. agree”）．. OnCehegetsoutwehaveabsolutelynowayof protectinghimfrom harm．”Inresponseto. Question4regardingthevalueoftheSocial SupportEnvironmentPlanningSheet，bothpar−. Ⅳ．Ol）SerVations. Thisstudyshowedthatbytheformingof. tiesrespondedwiththe highestscoreof5. physicallyandsocialenvironmentsandbythe. （”Stronglyagree”）．StudentM’smotherhighly. establishmentofpartnershipsbetweenTrainer. recommendedthesheetbycommentingthat. A，TrainerB，StudentM’smother andother. ”theplanningsheetwasgreatbecauseithelped. trainersthatitwaspossibletoreducethenum−. meknowataglancewhereIshouldbeatany. berof”takingoff”incidentsonbehalfofStudent. glVentimetohelpout．”TrainerAwasofthe. M．Inaddition，COllecteddataandresponsesto. SameOpinionandaddedthat”Ourfacilitydirec−. thequestionnaireclearlyshowthatthesupport. torwassofondoftheplanningsheetthathe. tooIsintroducedattherealpracticesitefunc−. Orderedthataplanningsheetbemadeupfor. tionedasintended．Thefollowingaresome. eachuser．”Consequently，theuseofsupport. Observationsmadefromtheviewpointofthe. tooIsinthisstudyatFacilityMledtoadditional. Fujiwara−reCOmmendedcomprehensiveholistic. COOrdinatedtesting．InresponsetoQuestion5. approach（seeFig．6）．. regardingtheburdenofprovidingsupport，. TrainerArespondedwitha3（”Neitheragree nordisagree”）andStudentM’smotherre− SpOndedwitha4（”Agree”），indicatingthat. 1．SupportTooIsandtheApproachtotheIndi− vidual. Firstly，itappearsthattheintroductionof. 75.

(15) 高畑庄蔵. ltem ltem ltem ltem lten ltem ltem ltcm al a2 a3 a4 a5 a6 a7 a8. ltem ltem ltem ltem ltem ltem ltem ltem ltem ltem bl b2 b3 b4 b5 b6 b7 b8 b9 blO. Fig．5 Results of the Questionnaire Submitted to the Guardian，the Homeroom Teacher and Assistant Homeroom Teacher. SuppOrttOOIstoStudentMprovedfunctionalas. tooIsmadeitpossibleforStudentMtoexecute，. COnSistentandstimulatingpromptthatcontri−. reportandpreparenearlyunaided（withminim−. buted to theindependent work behavior．. alassistancefromthesupporters）．Although. KoegelandKoegelreportthattheuseofconsis−. thisishardlyenoughsupportforthisobserva−. tentpromptsthatcontinuallytriggerresponses. tion，itdoesseemthatthisstudywasableto. andthereinforcementofthingsthatthechil−. implementasystemcloselyresemblingthatof. drentriedtorespondtomakeitpossibleto. theself−managementmOdelespousedbyKoegel. drawoutincreasedresponsivenessuntil，ulti−. andKoegel（1988）．AIso，thesupportersgave. mately，thechildisabletointeractunaided. highmarksintheirresponsetothequestion−. withinasocialenvironment．Inaddition，Koegel. naire，prOVidingcorroborationthatthesupport. andKoegel（1988）reportedsuccessinhaving. tooIs werefunctional．. childrenlearn and continue with self−. Secondly，itappearsthattheuseofconsis−. managementbehavioreveninsettingsinwhich. tentsupporttooIsintheschoolandinthewel−. therewerenosupervisorspresentnorparents. farefacilityhelpedprovideastabilizedworkbe−. OrteaCherscontinuallymonitoringthesituation．. havior．Inthecaseoftheseverelymentalre−. Inthisstudy，thesupportershadroleswithin. tardationStudentMofthisstudy，StudentM. StudentM’sworksystem．Theuseofsupport. WaSOftenonlyabletopartiallyperformhis. 76.

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(17) 高畑庄蔵. port．Additionally，theclarificationofroledi−. isnormallyatechniqueusedforgeneralcorpo−. Visionsalsoseemedtofacilitatethesupportbe−. ratesettings，butitappearstobenecessaryto. havioramongthesupporters．Inparticular，the. furtherexploretheapplicationofthisapproach. SocialSupportEnvironmentPlanningSheet. inregardtoprovidingsupportinwelfareinsti−. appearstohavefunctionedjustrightinterms. tutions．. Ofunitingthesupportersinapartnershipset− tingthatheldthecommongoalofcreatingan environmentinwhichStudentM wouldnever. 3．PartnershipsandFutureChallenges Haramaki，NoguchiandKobayashi（2000）as. beleftalone．Basedontheresultsoftheques−. WellasTakeuchi，ShimamuneandHashimoto. tionnaire，thesepointsscored highamong. （2002）pointoutthedifficultyinformingpart−. Student M’s mother and Trainer A and alsoled. nershipswithschooIsduringthecourseofap−. tothedirectorofFacilityMorderingadditional. pliedresearch．Inthisdayinwhichtheimport−. testingintotheuseoftheplannmgsheetamong. anceoftransitionsupportisbeingfocusedon. alltheusersatthefacility（Takaahta＆Musashi，. morethanever，partnerShipsbetweenrelated. 1998）．. Organizationsappearstobeindispensable．In. Thirdly，thejobcoachingapproachim−. thisstudy，theschooIwasproactiveinapproach. plementedbythefacilitator／jobcoachatthe. FacilityMtosponsorthisrealsupportstudyat. realpracticesiteappearedtofacilitatethe. theirsite．Asshownintheresponsestothe. formationofasocialandphysicalenvironment. questionnaire，theexpectationsoftherelated. SuitedtoStudentM，Whichinturnleadtoa. Organizationsinregardtotheschoolforthedis−. dramatic reductioninthenumberofincidents. abledwereveryhigh．Inthefuture，itseems. inwhichStudentMtookoff．Onthefirstdayof. Safetosaythattherolethatwi11needtobefil−. Periodl，thefacilitator／jobcoachheldanumber. 1edbytheschooIsforthedisabledinisalarge. ofdetailed discussionswith Trainer Ainorder. Oneandcentraltotransitionsupport．. toarrangetheworkandbreaksettingssoasto. Inthisstudy，Iwasonlyabletoreporton. CreateaneaSy−tO−WOrk−inenvironmentfor. thesecondyearofrealpractice，butthisstudy. StudentMandtokeepinconveniencetoother. hasalreadyraisedsomenewissuestopursue．. usersataminimum．AlongwithStudentM’s. Inthisstudy，WeWereabletoachieveare−. motherandTrainerA，thefacilitator／jobcoach. 1ativelystablerateofwork（removinglamina−. providedpracticalguidanceinregardtowork. tionfrommi1kcartonsandthenshreddingthem. andlunchbreaks．Thisapproachappearstobe. up）onbehalfofStudentM，however，WeWere. inlinewiththebasicthinkingputforthby. nonethelessfacedwiththetaskofcreatingan. Sailor，Goetz，Anderson，Huntand Geethat. environmentin which Student M would never. StreSSeStheneedtoteachskillsfortoliving. beleftalone．Asrevealedbytheresponsesto. happily，WOrkingandtakingbreaksinaninte−. thequestionnaire，thereseemedtobearather. gratedenvironment．Inresponsetotheques−. largeburdenonTrainerAasaone−perSOn. tionnaire，bothTrainer AandStudentM’s. Organizationtryingtodealwiththisissue．So，in. motherstronglyagreedinregardtotheneed. thefuture，ImayneedtonegotiatewithFacility. for the job coaching approach by the. Mtoprovideadivisionwithmultipletrainers. facilitator／jobcoach．Thejobcoachingapproach. presentforadditionalrealpractice．Insucha. 78.

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