@article{oai:kochireha.repo.nii.ac.jp:00000135,
 author = {稲田, 勤 and 有田, 未来},
 journal = {高知リハビリテーション学院紀要, Journal of Kochi Rehabilitation Institute},
 month = {Mar},
 note = {視空間認知障害をもつ小児のための色積木を用いた訓練教材を開発し,3症例に対して訓練を行った.評価はK-ABCの処理過程尺度の同時処理,下位検査項目の絵の統合,模様の構成,位置さがしを評価基準とし,また,3項目の総合得点を空間得点として使用した.結果,3症例の各指標の平均変化は,同時処理+17.33,空間得点の絵の統合+2.00,模様の構成+3.67,位置さがし+4.33,空間得点+8.33であった.K-ABCの同時処理であったことは,本研究の訓練課題が視空間認知の向上に貢献できたと考えられた.また,空間得点では,模様の構成,位置さがしで3症例とも向上したことは本研究の訓練課題が,模様の構成,位置さがしに影響したと考えられた.さらに,本研究の訓練課題が,絵の統合には影響を及ぼさなかったことが示された., We developed materials for educating children with visuo-spatial cognitive disorders using colored building blocks as the teaching tool.Three children were exposed to learning experiences using these blocks.The criteria used for evaluating the outcome of this exposure included assessment of the simultaneous processing ability(the K-ABC scale for processing),the integration od drawings(sub-category test),pattern creation,and location search.The total score for 3 items served as the spatial category score.The mean magnitude of change in each parameter was+17.33 for Simultaneous Processing,+2.00 for Integration of Drawings(a spatial category),+3.67 for Pattern Creation,+4.33 for Location Search,and+8.33 for the total spatial score. The +17.33 change in simultaneous processing as measured by the K-ABC scale suggests that the educational task used in this study contributed to improving the children's visuo-spatial cognition.Pattern Creation and Location Search were the spatial categories that improved in all 3 children,suggesting that the task affected these abilities.The task did not significantly affect their ability to integrate drawings.},
 pages = {7--12},
 title = {視空間認知障害をもつ小児の訓練教材開発},
 volume = {12},
 year = {2011}
}