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ISAWA Shinzo

FacultyDisability Science
PositionProfessor
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Birthday
Last Updated :2025/04/12

Researcher Information

Degree

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URL

J-Global ID

Research Interests

  • Special Needs Education   Clinical Psychology for Persons with Developmental Disorders   Applied Behavior Analysis   

Research Areas

  • Humanities & social sciences / Special needs education
  • Humanities & social sciences / Clinical psychology
  • Humanities & social sciences / Educational psychology

Education

  • 1996/04 - 1999/03  Tokyo Gakugei University  連合学校教育学研究科（博士課程）  発達支援講座
  • 1993/04 - 1995/03  Tokyo Gakugei University  教育学研究科（修士課程）  障害児教育専攻
  • 1989/04 - 1993/03  Tokyo Gakugei University  教育学部  障害児教育学科

Association Memberships

  • Association for Behavior Analysis International   日本認知・行動療法学会   日本発達障害学会   日本発達心理学会   日本教育心理学会   日本行動分析学会   日本特殊教育学会   日本LD学会   

Published Papers

Books etc

Conference Activities & Talks

  • The Effect of Behavioral Social Skills Training on Social Skills Related to Employment by an Autistic Adolescent  [Not invited]
    YAMAMOTO Shinya; ISAWA Shinzo
    11th Annual Autism Conference. (Puerto Rico)  2017
  • Behavioral Intervention to Bring the Completing Tasks to a Student With Autism Spectrum Disorder  [Not invited]
    ISAWA Shinzo
    11th Annual Autism Conference. (Puerto Rico)  2017
  • The effects of a script-fading procedure to promote reply behaviors and novel behaviors in social interaction among children with autism  [Not invited]
    YAMAMOTO Shinya; ISAWA Shinzo
    ABAI 8th International Conference. (Kyoto)  2015
  • Acquisition of Social Skills Required in Work Settings by the Combination of Basic Social Skills Training (SST) and Simulation Training for Persons With High Functioning Pervasive Developmental Disorder (HFPDD)  [Not invited]
    2012 Autism Conference (Philadelphia)  2012
  • Behavioral Consultation about an Autsitic Student with a Behavior Problem in the Special Class  [Not invited]
    ABA 5th International Conference(Oslo)  2009
  • Behavioral Intervention on Impulsive Behavior for a Child with Autism  [Not invited]
    ABA 4th International Conference(at Sydney)  2007
  • Behavioral Intervention based on Ecological Inventory to Self-injury of Person with Autism in Home-Setting  [Not invited]
    2007 Autism Conference (at Boston)  2007
  • Effect of coaching to promote the appropriate of self-evaluation and Social skills in a child with Autism  [Not invited]
    3th International ABA (at Beijing）  2005
  • Acquisition of social skills to solve the problem situation in a child with autism  [Not invited]
    30th Annual ABA Convention (at Boston)  2004

MISC

Awards & Honors

  • Japanese Association for Behavioral and Cognitive Therapies Uchiyama Memorial Award
     
    受賞者: ISAWA Shinzo

Research Grants & Projects

  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2022/04 -2025/03 
    Author : 岡村 章司; 井澤 信三
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2022/04 -2025/03 
    Author : 井澤 信三; 岡村 章司
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2018/04 -2022/03 
    Author : Okamura Shoji
     
    This study developed active learning teacher training programs on supporting parents of children with developmental disabilities, including autism spectrum disorder who exhibit behavior problems. Training in communication skills with parents, training in prevention of behavior problems to encourage parents to teach appropriate behavior to child at home, and training in decreasing behavior problems at home, where teachers develop behavior support plans with parents and evaluate parents' practices together, were conducted and found to be effective. In addition to child outcomes, the data suggested that parent-teacher relationships and parental mental health improved, and parental anxiety decreased. In order to apply the programs widely in school settings, it is necessary to present a concrete system model of parental involvement.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2018/04 -2022/03 
    Author : ISAWA SHINZO
     
    (1) We reviewed “guidance and counseling”, “sex education” and “assessment and intervention in sexual behavioral problems” for students with mild intellectual disability and developmental disorders at special high school for intellectual disability and got those findings. (2) We conducted the interview survey on sex education for teachers in charge and collected consultation support cases regarding sexual behavioral problems and school refusal for school counselors at special high school for Intellectual disabilities. (3) We conducted PBS-based class-wide intervention to prevent school refusal at special high school for intellectual disabilities and showed the effect of the data. Based on the above, we were able to create “the hierarchical intervention (draft) for school refusal in the special high school for intellectual disabilities”.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2017/04 -2020/03 
    Author : Hironobu Shimoda
     
    The purpose of this study is to propose an adaptive behavior acquisition program using self-monitoring in the practice of school education, based on consideration of conditions for self-monitoring and self-evaluation of their own behavior by children with intellectual disabilities and developmental disabilities. As a result, it was found that the following conditions are necessary to acquire adaptive behavior through self-monitoring and self-evaluation. (1) Clear goals, (2) Providing appropriate methods for achieving the goals, (3) Opportunities for evaluation in light of action goals and methods, and (4) Opportunities for making corrections for appropriate evaluation Also, video feedback is an effective method for self-monitoring and self-evaluating one's own behavior, but it is necessary to have the target child obtain the target behavior and its evaluation criteria in advance.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2015/04 -2018/03 
    Author : okamura shoji; OWAKi Tomoko; SAKO Akane; NAMURA Yoshimasa; MORI Kazuaki; KISHIMOTO Shihori
     
    This study was developed parent support programs to proactively improve behavior problems for children with autism spectrum disorders. The programs integrated the support to enhance parents' capacity to promote their children's development and the support to manage their own emotions, cognition, and behavior. Results indicated five support approaches according to sense of coherence in parents and child’s behavior problems. (1) parent involvement to develop interventions in a school, (2) parent-implemented intervention to teach skills to a child, (3) parent-implemented functional assessment-based intervention to reduce child's behavior problems, (4) mental health support for parents reported high levels of stress, (5) the support integrated parent-implemented functional assessment-based intervention and mental health support for parents reported high levels of stress. The effect of each approach on both parents and children was shown in elementary schools and special schools.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2014/04 -2017/03 
    Author : Kato Tetsubumi; WAKABAYASHI Kazusa
     
    This study aim to develop the teacher training program for teachers of the special school and the regular class as utilization of the functional assessment approach to the student with behavior problems. At first year, a simple model functional assessment tool and the use manual to use it were made. And the next and the third year, the training program for teachers carried it out using them for two years. And were assessed of acquisition of the knowledge about the functional assessment of the teachers and the completeness of behavior support program planning to evaluate the effect of the teacher training program. As a result, the effects (before and after training and subsequent follow-up survey) of the training program was shown in all participation teachers.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2014 -2016 
    Author : Shinzo ISAWA
     
    This study consisted mainly of the following three studies to develop the community model of comprehensive and lifelong support programs in children with autism spectrum disorder (ASD), (1) Study on research trends of behavioral interventions for children with ASD, (2) Case studies on long-term contents change of behavioral interventions for children with ASD, and (3) Examination of development examples of support program services to children with ASD in the community. These three studies suggested the need for hierarchy of support as the community model of support program for children with ASD, such as primary direct support in the homes and schools., secondary direct and indirect support by the community support resources., tertiary direct and indirect support by the tertiary specialized agencies; direct support for groups to core areas of ASD such as social communication, individual direct support to individual developmental tasks, and indirect support to school / family members.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2010 -2012 
    Author : SIMODA Hironobu; ISAWA Shinzou; HOSHINO Tsuneo
     
    The purpose of this study was to devise a college student dispatch system to meet the needs of local schools by identifying their needs for college student volunteers at local schools and the issues faced by these college student volunteers.As a result, we found that education fields wanted college student volunteers to not only support learning activities in regular classrooms but also to handle children with special educational needs. Meanwhile, it became clear that college student volunteers were not exactly sure of how to become involved, although they were aware of the presence of children with special educational needs.A school volunteer handbook, to be used as a guide when volunteering in an education field, was therefore developed. By examining the effectiveness of this handbook, we considered key points for a college student dispatch system that can eliminate the worries and issues experienced by college students when dispatching at a school to volunteer, and that can also help improve their knowledge and skills related to issues of how to become involved with children.
  • Ministry of Education, Culture, Sports, Science and Technology：Grants-in-Aid for Scientific Research(基盤研究(C))
    Date (from‐to) : 2010 -2012 
    Author : Shinzo ISAWA; Hironobu SHIMODA
     
    Study (1): Literature study on the support and training of social communication behaviors in the adolescents with high-functioning pervasive developmental disorders: I was able to classify the three types of instruction study such as (a) type of instruction study on supporting for group, (b) type of instruction study of training the alternative behavior to inappropriate social communication behavior, (c) type of individual instruction study that was specialized in the concrete situation. Study (2):Inventory survey of the difficulty of social communication behaviors to the adolescents with high-functioning pervasive developmental disorders: The items that evaluated low by adolescents with high-functioning pervasive developmental disorders and its parents were as follows (difficulty is high). "Persisting in a conversation", "Beginning a talk without shutting out the talk of the partner", "Inducing a friend to play", "Coping to the oneself angry", "Coping to the anger of the partner". Study (3): Examination of the effect and the problem of the following preventive and preparatory support and training programs for the solution to the problem in adolescents with high-functioning pervasive developmental disorders: “Preparatory support program for University admission”, “Preparatory support program for Employment (the generally contents)”, “Preparatory support program for Employment (social skill)”, “Consumers skill training program”, “Eating out manner training program”.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2006 -2008 
    Author : UNO Hiroyuki; ISAWA Shinzo; KOJIMA Michio
     
    小学校通常学級に在籍する発達障害児の行動特徴について、担任教師が学校生活での具体的なエピソードから評価するチェックリスト開発をおこなった。発達障害児のデータを対象として、項目分析、クラスター分析などを実施し、尺度としての妥当性・信頼性の検証をおこなった後、社会的学習など計6 カテゴリーの質問紙を作成した。また、通常学級サンプルから、各カテゴリー得点について性別と学年( 低学年、高学年)ごとのパーセンタイル換算表を作成した。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2006 -2007 
    Author : MUSASHI Hirofumi; HIRAKAWA Takehiko; KOBAYASHI Makoto; MIZUUCHI Toyokazu; TAKAHATA Shozo; ISAWA Shinzo
     
    In this research, it has been aiming to improve life in the region by using the supporting tool for developmental handicapped person that has the trouble and the behavior problem of the social relationship. (1) Examination of the application and the evaluation method of the supporting tool according to person in one's needs and life environment. We examined the assessment and the use of child's basic skill, relation between support target set to child and made the supporting tool. And we examined subjective evaluation of parents to the support results. For the goal setting, it was shown to be able to set the support target with a high practical use degree by using the work-sheets. For the evaluation of the ability that can be used for the support of the child, there was no evaluation from such a viewpoint so far, and it stayed in the arrangement of the items. After this, we want to select the items carefully, and to make of the evaluation a standard. (2) Practical use of training program and construction related to cooperation for spreading the supporting tool system. We did the seminar in the supporting tool intended for parents, and training activities intended for the teachers of the special support school. The training material was developed, and the supporting tool collection was made continuously. As a result, for parents, to leave support to their child by the supporting tool, and to develop it, the group work and the presentation of the supporting tools greatly influenced. For the teachers, to achieve an individual educational plan, the replication or the improvement of the supporting tool that was used till then or the colleague using were adopted. The note in the particular execution was included and the practical use of the training program was advanced. Web site (http://speedu.edu.u-toyama.ac.jp/supporttool/index.html) to learn the supporting tool was constructed, and the operation began. We have enhanced the contents.
  • 文部科学省：科学研究費補助金(若手研究(B))
    Date (from‐to) : 2006 -2007 
    Author : 井澤 信三
     
    前年度の研究より,行動障害支援マニュアルは,(1)行動障害アセスメントシート[(1)行動問題のアナログ記録シート,(2)行動問題のMASシート(Motivation Assessment Scale, Durand & Crimmins, 1992)]+(2)行動障害支援方略シート+(3)評価のための行動記録シートから構成された。本年度は,その行動障害支援マニュアルによる効果を検討するために,以下の2つの研究を実施した。【研究I:福祉現場における行動障害支援マニュアルの効果(事例的検討)】福祉現場における自閉症成人における行動障害に対し,その指導者を対象とした行動障害支援マニュアルの教示および指導者による記録および支援行動へのフィードバックを随時実施しながら,その効果を検討した。その結果,行動障害の低減につながった。しかし,行動障害支援マニュアルに加えて,相当(時間・経費等のコスト的に)のコンサルテーションが必要となったことが課題とされた。【研究II:保育現場における行動障害支援マニュアルの効果(研修会方式による検討)】保育現場において実際に自閉症児における行動障害に対応する指導者に対し,行動障害支援マニュアルに関する講義および演習(各回2時間×4回)を実施し,その後,月1回程度のコンサルテーションによるフィードバックも実施した。行動障害の低減,他の子どもへの波及効果,指導者が主体となった新たな支援実践の増加,行動論的知識の増加(KBPACの得点増)などが示された。以上のことより,行動障害支援マニュアルの効果が実証できた。事例の特異性や重篤性が高い場合,支援環境の制限等が大きい場合にはコンサルテーションの必要性も加えられた。
  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2004 -2005 
    Author : 宇野 宏幸; 井澤 信三; 小島 道生
     
    小学校の通常学級において、行動上に問題のある子どもの「見立て」を支援するための行動チェックリストの開発を進めている。今年度は質問紙に新たな項目を追加するとともに、信頼性を検討する過程で4つの項目を1ユニットとして考え、これらユニットのグルーピングについて吟味した。調査対象:通常学級1・2年の担任、およびADHD児あるいは広汎性発達障害(PDD)児を1・2年で担任しているか、過去に担任していた教師。行動チェックリスト:具体的な行動特徴101項目について、「ある」・「ない」の2件法で評定を求めた。行動評定尺度:ADHD-RS-IV-JとASSQ-Rへの回答を求めた。対象群:分析は男子のみを対象とした。識別力:各項目についてADHD-健常群間、PDD-健常群問でφ係数を求めグループ間弁別の指標とした。ユニット化:ADHD群とPDD群を対象に、階層的クラスター分析をおこない項目間の類似度を求め、類似した4つの項目を1つのカテゴリーとしてまとめた。内的一貫性:設定した各カテゴリーについてα係数を求め、これが0.7以上であった10カテゴリーを「ユニット」として採用した。グループ化:各ユニットについて、「ある」と回答した項目の数をカウントして、0〜3点に得点化した。10個のユニットについて因子分析をしたところ、3つの因子が抽出された。第I因子は『自己制御』、第II因子は『社会的学習』、第III因子は『注意』と関連性のあるものと考えられた。因子間相関係数は、『自己制御』-『社会的学習』間が0.599、『社会的学習』-『注意』間が0.514、『自己制御』-『注意』間が0.491であった。判別的妥当性:抽出された因子によってADHD群とPDD群の判別分析をおこない、その結果をADHD-RSならびにASSQ-Rの得点を使用した場合と比較した。それぞれの全体の判別率は65.1%と72.0%であり、因子の得点を利用した場合にやや判別率が低かった。特にADHD群をPDD群と誤判別する割合が相対的に高い傾向にあった。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2003 -2004 
    Author : MUSASHI Hirofumi; FURUKAWA Masaaki; KOBAYASHI Makoto; TAKAHATA Shozo; OSHIO Tikamori; ISAWA Shinzo
     
    In this study, we intend for development handicapped children having society-associated handicap and behavior problem. (1)We examined a method to develop support tools depending on each person's needs and to carry out support to promote a shift to local life. "The actual situation grasp questionnaire" and "the aim setting worksheet" were made to evaluate an individual recognition development level and to assess the environmental living condition. "A support tool making idea sheet" and "a support tool suggestion seat" were made to make support tools and carry them out, compile a result. We can perform the preferable support that accepted handicapped children with support tools by using these seats. (2)We developed and carried out the support system which could provide support continuously, and examined a method to perform continuous evaluation. From a case report, support by a person, support tools and it's product were important to perform a shift smoothly. But they were influenced by a value standard and judgment call of supporters and parents. There was difference in adaptation of individual handicapped children for a trifling environmental change. We remained in to some extent clarifying a condition to succeed. (3)We examined the training system to intend the spread and fixation of a support tool system. "A support tool classroom" "support book classroom" "personal supporter school" for supporters and parents were tried and studied the training program to learn and perform support tools effectively. The training program consisted of it by a discussion between supporters and parents, making experience of a support tool, making and use of a support tool for their own child, experience announcement. We will make a training program package and build the backup system which utilized Internet in future. We get cooperation from a meeting of parents and support center and are going to offer service continuously.
  • 文部科学省：科学研究費補助金(若手研究(B))
    Date (from‐to) : 2002 -2003 
    Author : 井澤 信三
     
    昨年度に実施した研究Iにおける今後の課題は、1.「ルール」制御を成立させるための指導技法についてさらに検討する必要性があること、2.日常場面における般化の成立のための条件の検討、の2点であった。今年度に実施した研究IIでは、その研究課題を検討した。本研究では、自閉症児に対して問題状況を解決するための技能を「ルール制御」によって指導し、その獲得と般化について検討することを目的とした。本研究の特色は、生態学的調査によって標的行動を選定すること、および指導技法として「ルール制御」をより効果的なものにするためにモデル・ビデオを使用したこと、であった。指導では、「○○(場所名)に行って、□□(物品名)をとってきてください」といった言語指示を与え、事前の調査より明らかにした「未知刺激」と「既知刺激」の4つの組み合わせ(即ち、(a)「既知」+「既知」,(b)「既知」+「未知」,(c)「未知」+「既知」,(d)「未知」+「未知」)を課題の条件とした。「ルール制御」が確立する可能性を高めるために、(1)図式化した「約束(ルール)カード」の提示および説明、(2)モデル・ビデオ視聴による「ルール」の確認、(3)行動リハーサルを実施した。問題解決技能として、標的行動は「教示要求行動(1)(指示提示直後)」「教示要求行動(2)(指示遂行途中)」「(指示者に対する)報告行動」の3タイプとした。指導の結果、標的行動を使用した問題状況への対処が可能となり、特に、「教示要求行動(1)」の使用が多かった。また、学校場面における般化エピソードでは、実際に標的行動が生起したことが示された。考察では、「ルール制御」による指導法の有効性とその問題点について考察された。研究I(平成14年度)および研究II(平成15年度)により、高機能自閉症児における「ルール制御」による社会的行動支援の有効性について示すことができたと考えられる。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2000 -2002 
    Author : IMASHIOYA Hayao; GOUMA Hideyo; KONISHI Kenzo; OKITA Tunetaka; ISAWA Sinzo
     
    The objective of this study investigate a time-series analysis of human-face recognition processes in autistic persons from the viewpoint of psychophysiology. In this study we measured face-specific event-related potentials (face-related potentials), which have been studied extensively in recent years. In 2000, we investigate a fundamental study on healthy persons in order to explore the optimal conditions for measuring potentials in autistic persons. Using the conditions arrived at through the fundamental study, we measured face-related potentials from children (4 years old) to adults. It was found that (1) the N170, which is a face-related potential, is seen in 4 year-old children, and that its latent period shortens and its amplitude increases with age, and (2) the N270, which is related to the recognition of known faces, is immature in pre-school children. In 2001 and 2002, we measured face-related potentials in autistic persons and analyzed the results on the basis of the previously obtained results mentioned above. It was found that, although the N170 did increase in autistic persons, they tended not to be able to clearly distinguish human faces from non-face stimuli. In addition, analysis of the amplitudes of T5 and T6 suggested that specialization of the visual cortices in the left and right hemispheres of the brain in autistic persons might not have progressed sufficiently. Analysis of the N270 suggested that autistic persons have some types of processing difficulties during the activation processes of the face recognition unit. On the basis of these results, we gave preliminary consideration to methods for overcoming the difficulties of interpersonal communication in autistic persons.

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