Updated on 2024/05/03

写真a

 
ARIKAWA Hiroyuki
 
Organization
Academic Assembly Institute of Humanities and Social Sciences KYOIKUGAKU KEIRETU Professor
Faculty of Education Sciences of Education Professor
Title
Professor
External link

Degree

  • 教育学修士 ( 1995.3   筑波大学 )

Research Areas

  • Humanities & Social Sciences / Special needs education

Research History

  • Niigata University   Faculty of Education Sciences of Education   Professor

    2016.4

  • Niigata University   Graduate School of Modern Society and Culture Human Developmental Studies   Associate Professor

    2012.4 - 2016.3

  • Niigata University   Graduate School of Education School Education   Associate Professor

    2006.10 - 2016.3

  • Niigata University   Faculty of Education Sciences of Education   Associate Professor

    2006.10 - 2016.3

 

Papers

  • Changes in awareness of elementary school homeroom teachers enrolled by children with special educational needs : Through comparison with 2011

    Murayama, Harumi, Arikawa, Hiroyuki

    15 ( 1 )   13 - 21   2022.10

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  • Training Workshop to Improve Competency of Nursery Teachers in Child Development Assistance Project : Changes in Interest in Medical Care and Education for Disabled Children among Nursery Teachers in a Circulation-Type Training Workshop

    Journal of School Mental Health   21 ( 1 )   117 - 128   2018

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    Language：Japanese   Publisher：The Japan Association for School Mental Health  

    [Problem and Purpose] This research discusses the ideal form of a circulation-type training workshop, as it relates to changes in the interest in early medical care and education for disabled children among nursery teachers working at childdevelopment- assistance centers responsible for a child-development-assistance project. [Methods] To understand changes in nursery teachers' interest, we categorized the questions asked by the participant nursery teachers. The determination of the effect size was performed using changes in the number of categories before and after the introduction of the circulation-type training workshops. [Results] With the introduction of circulation-type training workshops, questions concerning teaching methods decreased, and questions concerning on rehabilitation evaluation methods and community cooperation increased. [Discussion/Conclusion] It appears that circulation-type training workshops may enhance nursery teachers' competence.

    DOI： 10.24503/jasmh.21.1_117

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    Other Link： http://id.nii.ac.jp/1663/00001928/

  • Attitudes towards Kurumaisu no Syonen for students of the university

    Imai Madoka, Arikawa Hiroyuki

    新潟大学教育学部研究紀要 人文・社会科学編   10 ( 1 )   47 - 53   2017.10

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  • Attitudes towards non-invasive prenatal testing for students of the university

    Kato Rinako, Arikawa Hiroyuki

    新潟大学教育学部研究紀要 人文・社会科学編   10 ( 1 )   41 - 46   2017.10

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  • Changes Brought by "Nothing about us without us!";:Reconsidering Special Needs Education Through Convention on the Rights of Persons With Disabilities

    ARIKAWA HIROYUKI, KOUYAMA TADASHI, SYUUSA NORIO, IWANAMI TOSHIYUKI

    The Annual Report of Educational Psychology in Japan   55 ( 0 )   259 - 266   2016

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    Language：Japanese   Publisher：The Japanese Association of Educational Psychology  

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  • A study of the impact of the presence or absence of information as a painter with disabilities

    Kamogawa Aya, Arikawa Hiroyuki

    8 ( 1 )   51 - 58   2015.10

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  • Using i Pad for Teaching KANJI to children with dyslexia

    Abe megumi, Arikawa Hiroyuki, Hasegawa Kento, Ueno Chihiro, Hayashi Toyohiko

    7 ( 2 )   207 - 217   2015.3

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    Other Link： http://hdl.handle.net/10191/31967

  • "Nothing about us without us!"がもたらすもの : 障害者権利条約から見る特別支援教育(準備委員会企画シンポジウム4)

    有川 宏幸, 神山 忠, 周佐 則雄, 岩浪 敏之

    日本教育心理学会総会発表論文集   57   8 - 9   2015

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    Language：Japanese   Publisher：日本教育心理学会  

    DOI： 10.20587/pamjaep.57.0_8

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  • Recycling in early nursing organizations : Effects on embodiment and the nursing practices of a workshop Reviewed

    ( 2 )   131 - 141   2015

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  • Research on influence that contact experience to developmental disorder child or person exerts on attitudes

    Arikawa Hiroyuki, Tsurumaki Aya

    4 ( 2 )   137 - 143   2012.3

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    Other Link： http://hdl.handle.net/10191/17849

  • “面白さ”の発見につながる講義の探求-アクティブラーニングの実践的検討-

    有川 宏幸

    大学教育研究年報   16 ( 16 )   5 - 8   2010

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    Other Link： http://hdl.handle.net/10191/17129

  • Research Trends in Early Intensive Behavioral Intervention (EIBI) for Children With Autism in the United States Reviewed

    ARIKAWA Hiroyuki

    The Japanese Journal of Special Education   47 ( 4 )   265 - 275   2009.11

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Association of Special Education  

    In 2001, the National Research Council's Committee on Educational Interventions for Children with Autism reviewed comprehensive intervention programs for young children with autism. Programs based on applied behavior analysis, especially the work of Lovaas and his co-researchers at the UCLA Young Autism Project (UCLA YAP), had reported the best outcomes from interventions for children with autism. Lovaas (1987) designed an intervention that was used approximately 40 hours a week for a period of 2 or 3 years with an experimental group of children with autism who were under 4 years of age at the start of the study. Although the UCLA Young Autism Project program has not been effective for all the children with autism on whom it has been tried, it can be an effective intervention for some children with autism. After the intervention, 47% of the children in the experimental group were reported to have test results indicating normal IQ. However, because children with autism do not usually benefit from interventions to that extent, the results have been closely scrutinized and have received some major criticisms. One criticism has been that Lovaas used the word "recovery" to describe children who had achieved an IQ within the average range and placement in regular classrooms. Other criticisms focused on methodological limitations in Lovaas' research, including the lack of random assignment to groups. Recent replications have attempted to address these and other methodological criticisms, incorporating stronger methodologies, including random assignment to groups. In addition, variations of the original intervention protocol have been examined, including parent-managed, community-based, and school-based programs.

    DOI： 10.6033/tokkyou.47.265

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    Other Link： http://search.jamas.or.jp/link/ui/2010147303

  • An evaluation of didactic instruction and practice for parent of child with autism

    Arikawa Hiroyuki

    Bulletin of the Faculty of Education Humanities and social sciences   1 ( 2 )   117 - 128   2009

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    Other Link： http://hdl.handle.net/10191/8130

  • 障害児療育関連機関における有機的連携システムの構築-連携マニュアルの作成と情報共有化システムの構築に向けた課題-

    有川宏幸

    障害児教育臨床研究   第13巻   4 - 10   2006.12

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  • 発達障害児・者はある日突然湧いて出てきたのか?-特別支援教育の推進と発達障害者支援法の制定がわれわれに何をもたらすのか-

    有川宏幸

    障害児教育臨床研究   第12巻   2 - 7   2005.12

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  • 肢体不自由児通園施設に通う保護者のストレスマネージメント講習の試み-施設内で開催される保護者教室の一講座における実践として-

    有川宏幸

    障害児教育臨床研究   第11巻   8 - 15   2004.12

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  • 本邦特殊教育関係部会文献目録(2002年1月2002年12月)行動問題(I)部会 Invited Reviewed

    有川宏幸, 霜田浩信

    特殊教育学研究   第41巻,1号   135 - 151   2003.12

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  • 日常場面における一自閉症児の電話注文スキルの形成について-地域に住む人の協力による地域生活スキル指導形態の検討-

    有川宏幸

    障害児教育臨床研究   第10巻   2 - 13   2003.12

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  • 自閉症児の小遣い帳記入時における指示待ち行動の変容-母親の言語援助への介入をとおして- Reviewed

    有川宏幸

    特殊教育学研究   第41巻,4号 ( 4 )   415 - 424   2003.12

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：一般社団法人 日本特殊教育学会  

    「指示待ち行動」が顕著にみられる自閉症児1名に対し、買い物行動に連鎖する補助的スキルとして、小遣い帳記入スキルの獲得を試みた。しかし指導場面で獲得したスキルを家庭へ導入すると同時に、小遣い帳記入時の「指示待ち行動」の問題が顕著になった。そこで家庭での小遣い帳記入時における「指示待ち行動」の改善のために、母親の言語援助方法の内容を操作し、加えて時間遅延法を導入した。その結果、小遣い帳記入に多くの言語指示を必要としなくなったため、指導場面でのスキルの獲得のみならず、スキルの使用を家庭において可能にするためには、家族への介入の必要性も同時にあることが示された。さらに今後、「指示待ち行動」が顕著にみられる自閉症児に対して、指示を待たずに行動を生起させるための条件とは何か、また周囲の者たちが指示を出さなくすることを可能にする条件とは何かといった、双方の観点から詳細な検討の必要性があることが示唆された。

    DOI： 10.6033/tokkyou.41.415

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  • 本邦特殊教育関係部会文献目録(2002年1月〜2002年12月) 行動問題(1)部会

    有川 宏幸, 霜田 浩信

    特殊教育学研究   41 ( 1 )   135 - 151   2003.5

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  • 自閉症児・者をもつ家族の地域支援のあり方 Reviewed

    有川宏幸

    特殊教育学研究   第40巻,4号 ( 4 )   429 - 434   2002.12

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：一般社団法人 日本特殊教育学会  

    DOI： 10.6033/tokkyou.40.429

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  • 療育システムにおける保護者支援に関する研究-療育施設への通園決断までを通して-

    有川宏幸

    障害児教育臨床研究   第9巻   25 - 31   2002.12

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  • QuestionAsking Skills:Generalization to Family Members by an Adolescent with Autistic Disturbance Reviewed

    Hiroyuki Arikawa, Hiroshi Eto, Shigeo Kobayashi

    The japanese journal of special education   第39巻,2号 ( 2 )   41 - 51   2001.12

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    Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Japanese Association of Special Education  

    The present study examined effective conditions for an adolescent male (CA 14:8) with autistic disturbance to apply and generalize question-asking skills acquired in a training setting to a home setting with family members (father, mother, and 16-year-old brother). The question-asking skill was, in given sentences, to identify and refer to missing information concerning who, when, where, and what. The rate of question-asking at dinnertime with the participant's family members was compared in a direct intervention condition, in which the family members presented topics in the same way as in training, and in a non-direct intervention condition, where topics were presented in a different way from in training. The family members were not informed as to when the participant acquired question-asking skills. The results indicated a higher rate of asking questions in the direct intervention condition than in the non-direct intervention condition. Therefore, the direct intervention condition might have a positive effect for applying and generalizing already acquired question-asking skills.

    DOI： 10.6033/tokkyou.39.41_1

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    Other Link： http://hdl.handle.net/10559/13433

  • 高機能自閉症児の幼児期における発達経過に関する研究-発達相談ケース記録をもとに-

    有川宏幸

    障害児教育臨床研究   第7巻   25 - 34   2000.12

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  • 年長自閉症児の会話指導に関する研究(2)-家庭食事場面への質問スキルの般化の検討-

    有川宏幸

    障害児教育臨床研究   第6巻   32 - 40   1999.12

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  • 年長自閉症児の会話指導に関する研究(1)-家庭会話場面における環境随伴性と相互調整行動の検討-

    有川宏幸

    障害児教育臨床研究   第5巻   50 - 57   1998.12

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Books

  • 教師のための保護者と創る学校「交渉術」読本 : インクルーシブな私の教室づくり

    有川, 宏幸

    学苑社  2023.6  （ ISBN:9784761408466 ）

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    Total pages：165p   Language：Japanese

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  • 教室の中の自閉スペクトラム症 : その「相違(ズレ)」を読み解く : あなたの隣で困ってはいないか?

    有川, 宏幸

    明治図書出版  2022.5  （ ISBN:9784183529251 ）

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    Total pages：206p   Language：Japanese

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  • 教室の中の応用行動分析学 : その「行動」には理由 (わけ) がある : エビデンスのある「ほめる」「しかる」を手に入れたいから…

    有川, 宏幸

    明治図書出版  2020.9  （ ISBN:9784183370358 ）

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    Total pages：206p   Language：Japanese

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  • 発達が気になる乳・幼児のこころ育て、ことば育て

    有川 宏幸（ Role： Sole author）

    ジアース教育新社  2015.12  （ ISBN:4863713266 ）

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    Total pages：194  

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  • 障害児保育

    本郷 一夫, 有川 宏幸

    建帛社  2015  （ ISBN:9784767950297 ）

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MISC

  • 保護者とうまくやっていくための4つのポイント—特集 保護者と教師との信頼関係づくり

    有川 宏幸

    LD, ADHD & ASD : 学習障害・注意欠陥/多動性障害・自閉症スペクトラム障害   18 ( 2 )   8 - 11   2020.4

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  • 行動 トラブルを起こしてしまった子どもの「こころ」が気づきのポイント (特集 教師の「気づき」を生かすアセスメント) -- (プロ直伝・見逃してはいけない! 子どもへの「気づき」ポイント)

    有川 宏幸

    LD, ADHD & ASD : 学習障害・注意欠陥/多動性障害・自閉症スペクトラム障害   16 ( 3 )   36 - 39   2018.7

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  • 自閉症と制度 (特集 自閉症と制度)

    有川 宏幸

    かがやき : 日本自閉症協会指導誌   ( 13 )   2 - 8   2017

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    Language：Japanese   Publisher：日本自閉症協会  

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  • 就学へ向けた「つながる支援」--就学までの特別な支援とは (特別支援教育--平等で公平な教育から個に応じた支援へ) -- (通常の場での特別支援教育)

    有川 宏幸

    現代のエスプリ   ( 529 )   46 - 55   2011.8

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    Language：Japanese   Publisher：ぎょうせい  

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  • 学校での支援--アスペルガー障害とADHDを中心に (子どもの認知行動療法入門) -- (発達障害への支援と認知行動療法)

    有川 宏幸

    児童心理   64 ( 18 )   79 - 84   2010.12

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    Language：Japanese   Publisher：金子書房  

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  • アイデアを生かしたネットワークづくり-早期療育システム構築の過程で- Invited

    有川宏幸

    実践情報通信Mindixぷらざ   第7巻,4号   18 - 21   2001.12

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Presentations

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Awards

  • 日本特殊教育学会実践研究賞

    2004.9   日本特殊教育学会   自閉症児の小遣い帳記入時における指示待ち行動の変容-母親の言語援助への介入をとおして-

    有川 宏幸

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    Award type：Honored in official journal of a scientific society, scientific journal  Country：Japan

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Research Projects

  • Exploring Systematic English L2 Instruction for Elementary-level (L1 Japanese) Children with Cognitive Bias

    Grant number：17K04926

    2017.4 - 2022.3

    System name：Grants-in-Aid for Scientific Research

    Research category：Grant-in-Aid for Scientific Research (C)

    Awarding organization：Japan Society for the Promotion of Science

    IRIYAMA MAIKO

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    Grant amount：\4030000 （ Direct Cost: \3100000 、 Indirect Cost：\930000 ）

    This study examined the effect of introducing “Jolly Phonics” (hereafter, “JP”), a multi-sensory teaching method involving synthetic phonics, on the English reading acquisition of elementary- and junior-high-level L1 Japanese children with “cognitive bias” who are also enrolled in regular classes. The results indicate that the group that learned letter-sound correspondences through JP in elementary school showed a significantly larger increase in English vocabulary task at the time of finishing junior high school than did those who did not receive JP teaching. The results also suggest a positive impact on the development of phonological awareness in Japanese, as well as in English, compared to those in corresponding age levels in the control groups. All these findings support the effectiveness of teaching L1 Japanese elementary and junior high school learners with the JP method with regard to the acquisition of basic reading skills in both English and Japanese.

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  • Study on functional translation of support information from kindergarten to primary school for consideration of reasonable accommodation

    Grant number：26381313

    2014.4 - 2018.3

    System name：Grants-in-Aid for Scientific Research

    Research category：Grant-in-Aid for Scientific Research (C)

    Awarding organization：Japan Society for the Promotion of Science

    Arikawa Hiroyuki, TATSUTA Sayoko

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    Grant amount：\4680000 （ Direct Cost: \3600000 、 Indirect Cost：\1080000 ）

    It is said that the point of view emphasizing support information is different in kindergartens and elementary schools. In this research, we examined how to translate information on support of disabled children from kindergarten to elementary school. First, we asked the kindergarten teacher what kind of scene it was necessary to support. As a result, they said that it was necessary to support the five scenes "activities performed in groups", "intermittent activities", "interpersonal communication", "determined activities" and "shift to the next activity". So we made a sheet to rate about these five scenes.The kindergarten teacher was asked to evaluate the children's performance with this sheet for these five scenes. The rate result was translated into information that elementary school teachers can actually support children. Elementary school teachers evaluated the translated information six months later. These translated information was evaluated as useful for about 50% of teachers.

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  • A Practical Study on Constructing a New Paradigm for Designing Remedial and Special needs Education System

    Grant number：23330277

    2011.4 - 2015.3

    System name：Grants-in-Aid for Scientific Research

    Research category：Grant-in-Aid for Scientific Research (B)

    Awarding organization：Japan Society for the Promotion of Science

    HIGO Shoji, NINOMIYA Shinichi, ARIKAWA Hiroyuki, SAKAI Satoshi, ETO Hiroshi, OSUGI Nariki, ARIMURA Reika

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    Grant amount：\17290000 （ Direct Cost: \13300000 、 Indirect Cost：\3990000 ）

    The purposes of the study were to consider the effectiveness of CBR as a paradigm of designing a support system for people with disabilities and to try to formulate the other paradigm. Some theories and ideas, such as “CBR”, “activity-theory”, “social capital”, “community-building” and “community-building” were introduced for promoting each practical study and made a contribution to carry out each study successfully. We found out that ideas of “group-oriented” and “community-based” were common in these theories and ideas. But formulating a new paradigm was not attained in the research. More theoretical and practical researches were needed to accomplish the second purpose of the study.

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  • The elucidation of pervasive developmental disorder person's social skill recognition and development of the social skill program

    Grant number：21531013

    2009 - 2011

    System name：Grants-in-Aid for Scientific Research

    Research category：Grant-in-Aid for Scientific Research (C)

    Awarding organization：Japan Society for the Promotion of Science

    NAGASAWA Masaki, ARIKAWA Hiroyuki

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    Grant amount：\4160000 （ Direct Cost: \3200000 、 Indirect Cost：\960000 ）

    This research investigated how the pervasive developmental disorder person would recognize about own social skill. Furthermore, we examined whether they could do self-correction of social skill by self-monitoring procedure. As a result, significant correlation was found between the scores of a social skill measure and a self-monitoring measure. Moreover, self-monitoring procedure showed the effect to the improvement of social skill. However, it was suggested that the social skill which should be corrected concretely needs to be specified.

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Teaching Experience

  • 特定研究I

    2023
    Institution name：新潟大学

  • 課題研究II

    2022
    Institution name：新潟大学

  • 課題研究I

    2022
    Institution name：新潟大学

  • 障害児心理学演習(障害者・障害児心理学)

    2022
    Institution name：新潟大学

  • 障害児者支援研究

    2021
    Institution name：新潟大学

  • 発達障害指導論

    2021
    Institution name：新潟大学

  • 障害児者支援論

    2021
    Institution name：新潟大学

  • 肢体不自由教育総論

    2021
    Institution name：新潟大学

  • 行動障害・情緒障害児童生徒のアセスメント理論と実践

    2019
    Institution name：新潟大学

  • 障害児心理学Ⅰ演習

    2018
    Institution name：新潟大学

  • 障害児指導学演習I

    2018
    Institution name：新潟大学

  • 障害児の心理・精神保健

    2018
    Institution name：新潟大学

  • 障害児心理学Ⅰ特論(福祉分野に関する理論と支援の展開)

    2018
    Institution name：新潟大学

  • 課題研究Ⅲ

    2018
    -
    2021
    Institution name：新潟大学

  • 人間形成研究総合演習

    2018
    Institution name：新潟大学

  • 課題研究Ⅱ

    2017
    -
    2020
    Institution name：新潟大学

  • 課題研究Ⅰ

    2017
    -
    2020
    Institution name：新潟大学

  • 教職実践演習(初等)

    2014
    Institution name：新潟大学

  • 教職実践演習(中等)

    2014
    Institution name：新潟大学

  • 教職実践演習

    2014
    Institution name：新潟大学

  • 障害児者支援研究

    2013
    -
    2014
    Institution name：新潟大学

  • 学校インターンシップ

    2012
    -
    2015
    Institution name：新潟大学

  • 障害児者支援論

    2010
    -
    2021
    Institution name：新潟大学

  • 肢体不自由教育総論

    2009
    -
    2021
    Institution name：新潟大学

  • 重複障害の心理・指導論

    2008
    Institution name：新潟大学

  • 知的障害心理学

    2008
    Institution name：新潟大学

  • スタディ・スキルズC

    2008
    Institution name：新潟大学

  • 障害児心理課題研究III

    2008
    -
    2017
    Institution name：新潟大学

  • 障害児心理課題研究IV

    2008
    -
    2017
    Institution name：新潟大学

  • 障害児指導学特論II

    2008
    -
    2016
    Institution name：新潟大学

  • 教育カウンセリング事例研究

    2008
    -
    2015
    Institution name：新潟大学

  • 特別支援教育の本質と目標

    2008
    -
    2015
    Institution name：新潟大学

  • 特別支援教育の実際と課題

    2008
    -
    2015
    Institution name：新潟大学

  • 特別支援教育事例研究

    2008
    -
    2015
    Institution name：新潟大学

  • 知的障害の心理学

    2008
    -
    2012
    Institution name：新潟大学

  • 障害児教育総合研究

    2008
    Institution name：新潟大学

  • 卒業研究

    2007
    Institution name：新潟大学

  • 障害児指導学演習II

    2007
    Institution name：新潟大学

  • 障害児心理学演習

    2007
    -
    2021
    Institution name：新潟大学

  • 発達障害指導論

    2007
    -
    2021
    Institution name：新潟大学

  • 障害児心理課題研究I

    2007
    -
    2017
    Institution name：新潟大学

  • 発達障害児指導演習

    2007
    -
    2017
    Institution name：新潟大学

  • 障害児心理学特論

    2007
    -
    2017
    Institution name：新潟大学

  • 障害児心理

    2007
    -
    2017
    Institution name：新潟大学

  • 障害児心理課題研究II

    2007
    -
    2017
    Institution name：新潟大学

  • 発達障害学総合演習

    2007
    -
    2012
    Institution name：新潟大学

  • 障害児心理学

    2007
    -
    2012
    Institution name：新潟大学

▶ display all