（4）ケータイで居所報告 「バリアフリーのための心理学」 2010

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1 （4）ケータイで居所報告 「バリアフリーのための心理学」 2010
「バリアフリーのための心理学」　2010 （4）ケータイで居所報告 HP: http// ブログ：

2 今、問題にしていること 携帯電話（一種のIT機器）を用いて、 重複障害のある個人における「コミュニケーションのバリアフリー」を目指すが、
1）計画的に、その使用のための支援プロセスを記述し、その妥当性（携帯は、援助設定として当事者のQOL拡大に寄与できるか）を検証する。 2）そこで、教授の過程や、援助設定の定着にはどんな課題があるのか？ 3）実際に、援助・教授のプログラムを作りながら考える。

3 Don’t forget this paradigm !
携帯が認められたら 携帯電話？

4 居所報告 携帯電話系の研究では「定番」です。 モバイル性、 地域での自立（safty）
●Taber, T.A.,Alberto,P.A.,Hughes,M., and Seltzer, A. (2002) A strategy for students with moderate disabilities when lost in the community. Research and Practice for Person with Severe Disabilities, 27,

5 今回紹介する2つの研究 ①濃添晋矢・南美知代・望月昭（2003)　聴覚障害と知的障害がある生徒における携帯メールの使用―鉄道駅における「駅名報告行動」獲得の検討―．日本特殊教育学会第41回大会発表論文集, P576. ② Lu & Mochizuki（2005）； Training and functional use of　the picture function of cell phone　in a Deaf person　with mental disability. 　3rd International ABA Conference (in Beijing)

6 鉄道駅における「駅名報告行動」獲得の検討― ○濃添晋矢・南 美知代・望月 昭
　　　　○濃添晋矢・南　美知代・望月　昭 参加者：聴覚障害と知的障害がある男子生徒U君（ろう学校高等部２年） 平日はろう学校の寄宿舎で生活し、週末に家族の付き添いでバスと電車で帰宅していた。 最低可聴閾は左右とも129db、IQ56（コース立方体組み合わせテスト）であった。 携帯メールについては、メールで注文を受けた品物を持ち帰る「要求充足」の訓練を受けており、日常生活においては食事の内容の報告など簡単な用途での使用が見られ、受信・送信操作は可能であったが、自分の居場所を報告することはなかった。

7 セッションの概要：３つの部分から構成 ●訓練１；通学に使用する3駅で駅名報告訓練が行われ、「未知駅プローブ」ではU君が行ったことのない駅でも駅名報告が可能になったかどうかが調べられた。 ●訓練２：新たに「駅名の看板を探す」という行動ステップが加えられて訓練が行われ、再びU君が行ったことのない駅でも駅名報告が可能かどうか調べられた。○訓練２では、駅前広場においても報告が可能かどうかも調べられた。

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10 濃添論文まとめ 「駅名報告」という具体的目標によって、 聴き手に対する報告内容を限定した。
駅にいるとき、あるいは近くにいるときには 最寄の駅名を送信することができた。 （3つの駅を訓練した後、新奇の駅で般化）

11 Jingye Lu & Akira Mochizuki Ritsumeikan Universiy (Kyoto, Japan)
陸・望月（2005）の研究 Training and functional use of the picture function of cell phone in a Deaf person　with mental disability Presented at the 3rd International ABA Conference in Beijing. (2005) Jingye Lu & Akira Mochizuki Ritsumeikan Universiy (Kyoto, Japan)

12 写メールを用いた居場所報告 陸と望月（2005）　国際行動分析学会 第三回大会（北京）　発表

13 Research on the functional use of the personal information device in the person with disability
In these years, the study about the functional use of personal informational devices, i.e., cell phone, pager, and PDA, have been conducted for the independent community living of the person with disability. Taber (Taber, et al., 2002) taught middle school students to identify when they were lost and use oral and auditory mode of cell phone for assistance. Taylor (Talor, et al, 2004) taught teenagers with autism to respond to a vibrating pager to seek assistance in community .

14 抄訳 障害のある個人への遠隔地コミュニケーションの研究：自立生活の実現に向けて
先行事例： Taber, et al.,（2002）：知的障害のある中学生に「迷子」になったら所定の連絡先に電話する。 Taylor (Talor, et al, 2004) ；自閉症の生徒に、困ったら“ペイジャー”を発信

15 Research on the use of mail function of cell phone
For the person who can’t use oral nor auditory mode of communication, Nozoe (Nozoe, et al., 2004) researched a training program of functional use of the (word) mail function of cell phone, in which a Deaf student with mental disability was taught to buy the objects in community store requested by the listener through the word mail. After this training, Nozoe (Nozoe, et al., 2004) conducted the experiment in which the participant sent the name of railway station as a reply to the request of the place where the participant was Then, what can we do for the person who can’t use cell phone through aural nor writing (word mail) mode ?

16 音声や聴覚のモードを使えない、さらにメイルも使えない個人では、外出で迷子になったり、集合場所を先方に伝えたり確認するには、どうしたらよいか？
→　静止画像（通称：写メ）を使えないか？ ●どんな「課題分析」ができるか？ 外で「何が見えるか？」とメイルが来た場合に、それに応える行動の課題分析表

17 課題分析表 1）着信したら、ケータイを開ける ・・・・ ・・・・・・ Ｘ）撮影した写メールを相手に送る

18 Experiment I: Functional use of the still picture mail of cell phone
見える・なに？ In Experiment I, we researched the functional use of still picture mail of cell phone in a Deaf student with mental disability for reporting: 1) the place where he was「どこにいますか？ 」 and 2) the name of the person who with him「だれといますか？」 to the listener who asked him the questions through the word mail.

19 Behavior goals: 1) When the participant gets the mail , “What can you see ?”, reply to it, i.e., take a picture of “landmark” of the place and send it to the listener. 2) When he gets the mail, ”Who is with you?”, reply to it, i.e., take a picture of the person with him and send it to the listener. 3) In the tasks above, if the name of place or person is “Known one (he can write it )”, send the word-mail to the listener.

20 Method Participant : A Deaf high school student with moderately mental disability, whose first language was Japanese manual sign and had limited repertoires of writing words. Experimenter: Graduate and under graduate students of Behavior Analysis class. Cell phone : J-PHONE　J-T51, J-SH52. Setting: Simulation training was conducted in a class room containing video recording equipment. Pre and Post tests were conducted in the campus of college and community setting.

21 Procedures General training method: Prompting and its fading to behavior steps under the total task presentation method following task-analysis table. (see Task analysis table ) Training of differential response to “known objects” and “unknown objects” : Participant was required to take a picture of an object presented on a table and send the picture to experimenter if the object was “unknown object” , or to send word-mail if the object was “known one” after receiving the mail “What can you see?” from the experimenter in face-to-face setting. In this training, the operation of cell phone ( reply mail ) was taught to the participant by the experimenter.

22 Training of the sending reply-mail containing the place and person in a simulation setting
In the simulation setting ( in 8 settings in college ), participant was taught to send the name of the place if it was known or to take a picture of “landmark” of the place when participant got the word mail “What can you see ?” from listener. In same training sessions, the training of sending the name or picture of the person who accompanied with the participant. When participant sent the proper picture or name, the listener sent back the mail, “OK, I see. Thank you” by word mail.

23 Task-analysis table of the operation of cell phone for replying to the question:
On arrival of a message (vibration, rings, and light) from listener: Take out the cell phone from pocket of jacket. Open the cell phone Open the mail box Select the new mail received in the mail box Keep the mail page over five seconds Move the reply mail screen. Select and push the reply switch Write the name of place or person if the object was “known” Take a picture of place of person if “unknown” Send a word or picture mail. Close the cell phone

24 Tests in community settings
Before and after simulation training, the participant was required to send word or picture mail in the two kinds of community settings; 1) When the participant was in some fixed places; bus stop, restaurant, class room, etc., where the landmark was easy to find. 2) When the participant was on walking where the landmark was not easy to find.

25 Results Report of place and person
　　 After simulation training, the participant became to be able to send the mail of correct report of the place or the person through word mail or picture mail (see Results (1)). In the community settings, the participant used only the picture mail when asked “what can you see?” (Results (2) c ) On the other hand, he used both word and picture mail for answering to “Who is with you?” depending on the person who was known or unknown. (Results (2) a,b) When asked for the place during walking in the community and there was no proper landmark, the participant spontaneously kept walking until finding some proper object and sent it to the listener.

26 Results (1) Correct response ratio in behavior units
Percentage of correct responses walking pp known unkown sessions

27 Results (2) Examples of mail the participant sent to the listener
Name of known person :“りく” (Kana character) c a Picture of unknown place A Picture of unknown person b

28 Discussion By using the still picture function of cell phone, even the Deaf person who has only restrictive repertoires for writing could reply to the listener the place and person with him in community setting. In the course of training, the participant learned to seek an object and take the picture of it which should be the landmark (discriminative stimulus) for the listener.

29 Experiment II : Mand for place reports to listener in meeting situation
The participant was required to initiate to send the mail to the listener “See what ?” in meeting situation in community settings. If the given picture was hard to identify the target place for the participant , he was taught to send the mail　“I don’t understand” and waited for the next mail. If the participant identified the place, he was required to sent the male “wait there” and went to the target place to meet the listener. At the same time, the role of asking and answering were exchanged randomly in the session.

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31 Methods Participant, experimenters, and general procedures were as same as in Experiment I. Under the task analysis table, the operation of making a new mail containing the question about the listener’s place (Behavior goal 1) was taught by the total task presentation method . Reply to the listener in proper fashion (Behavior goal 2) was tested as a transfer from Behavior goal 1.

32 Task-analysis table of making new mail
Take out the the cell phone Open the cell phone Push the mail switch Open the “sky-mail” ( a device of the machine used) Select the address page of cell phone Open the “memory-dial search” page Select the name of the listener’s name Select the message of the listener’s newest mail . Push the reply switch of cell phone. Making the message to the listener Send it to the listener

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34 Results After the simulation training (in college room) about the making new mail of asking for the place of listener and the feedback phrases to the reply mail; “I don’t know”, “Wait there” , the participant emitted the chain of behavior in community settings. And he learned to reply the mail and do the proper behavior when he got the the feedback mail from listener described above as transfer of the training of making new mail.

35 Results: Sending new mail to listener
Another picture from listener. “ I don’t understand” by the participant Participant: “ See what ?” to the listener (Experimenter) A picture sent from listener “wait” by participant

36 Results: Reply to the listener
Picture taken by participant Mail from listener “What can you see?” “wait (matte)” by listener.

37 Discussion The results of this study showed the possibility of the personal and remote communication in the person who can’t use aural mode with limited writing skill for functional verbal behavior at least in the situation of meeting including “in lost”( Taber, et al, 2002; Taylor, et al., 2004) by the still picture function of cell phone Especially, this study showed the program of the training and style of the probe test necessary for the functional reporting and asking behavior of the place where the participant or the listener was.

38 Whether the participant can or can not change the picture of reply-mail according to the request of listener and vice versa are critical conditions for the functional reporting (or asking) behavior of the place, because these changing behavior probes that the participant understands that the landmark is a discriminative stimulus for the listener but the participant ( speaker ) her/himself. The participant of this study could do these behavior after the training conducted.

39 Recently, most of cell phone has many kinds of communication modes, for example, mail, still picture, movie, and T.V. In that sense, the cell phone may be used as a kind of A.A.C. device for the person with many varieties of disabilities. But, we must always research how to develop the method of teaching and confirming the function of the verbal behavior using these new devices.

40 References: Nozoe, S., Minami, M., and Mochizuki, A. (2004)
Teaching retrieval skills using the mail function of the cell phone to a student with developmental and hearing disabilities. Ritsumeikan Journal of Human Sciences, 7, Taber，T．A.，Alberto，P．A.，Hughes，M.，and Seltzer，A. （2002） A　strategy　for　students　with　moderate　disabilities　when　lost　in　the　community．Research　and　Practice　for　Persons　with　Severe　Disabilities，27（２）， ． Taylor, B. A., Hughes, C. E., and Richard, E.（2004） Teaching teenagers with autism to seek assistance when lost ，Journal of Applied Behavior Analysis,37,79‐82.