Sekido Hidenori

論文

Providing Support for a Youth With Pervasive Developmental Disorders Whose Spitting Had Decreased After an Intervention Based on a Functional Assessment

Shaping Mands Through Writing : Mute Youth With Autism

Using Cooperative Learning and Interdependent Contingencies to Support Learning : High School Students in Need of Special Educational Support

Using Concurrent Training to Teach Children With Autism to Say "Thank You " Spontaneously in Various Situations and Facilitation of Generalization

Using Communication Cards to Teach Greetings to an Elementary School Pupil With Selective Mutism

Individualized Support Combined With a Classwide Intervention to Improve Classroom Behavior:Focus on Five Pupils

Positive Behavior Support for a Student With Problem Behavior in a Regular Classroom: Individualized Support Together With a Class-Wide Behavioral Intervention

The formation of communicative behaviors in a youth with mental disabilities through writing,and the acceleration of its generalization:focusing on reducing behavior problems

Application ICF to individualized educational support programs

Language Teaching Using a Routine : Acquisition of Spontaneous "Thank You" in Various Situations by a Child With Autism

Acquisition of Skill in Playing Scissors-Paper-Stone by a 12-Year-Old Youth with Autism and a Vocabulary Age of 3 Years

Acquisition of Appropriate Responses to Questions by a Youth with Autism : Language Intervention Using a Joint Action Routine

Shaping Mands in an Autistic Youth Through Writing and Facilitating Their Generalization

Works（作品等）

Joint Research on Language Intervention in a Child with Developmental Disorder Using a Joint Action Routine

共同研究・競争的資金等の研究課題

Survey on the Establishment of Intramural Preparedness and Mutual Cooperation for the Promotion of Higher Education among Handicapped People

Investigations of Higher Education and Disabilities

A Systematic and Practical Study of Communicative Functions in Developmentally Disordered Children Based on Script Theory

Study on Language Intervention in a Child with Autism