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{"sheet":"英語","index":0,"n_rows":33,"n_cols":11,"rows_kept":33,"cut":false,"hidden":false,"merged":[[0,5,0,10],[1,1,2,1],[1,0,2,0],[1,2,1,3],[0,1,0,3],[32,0,32,10],[1,5,2,5],[1,6,2,6],[1,7,2,7],[1,8,2,8],[1,9,2,9],[1,10,2,10],[30,0,30,10],[31,0,31,10]]}
[null,"Wong et al.（2015）",null,null,null,"Morin et al. (2020)"]
["NO.","Evidence-based practice","Empirical support",null,null,"Adminis\n-trator","GE\nteacher","Parapro-\nfessional","Related\nservice","SPED\nteacher","TA\nprovider"]
[null,null,"Group","Single"]
[1,"Antecedent-based intervention (ABI) ",0,32,null,1,1,1,1,1,1]
[2,"Cognitive behavioral intervention (CBI) ",3,1,null,7,7,5,8,13,7]
[3,"Differential reinforcement of alternative, incompatible, or other behavior (DRA)",0,26,null,9,16,3,3,10,8]
[4,"Discrete trial teaching (DTT) ",0,13,null,5,18,6,4,3,3]
[5,"Exercise (ECE)",3,3,null,13,17,16,16,18,10]
[6,"Extinction (EXT) ",0,11,null,20,20,8,14,14,11]
[7,"Functional behavior assessment (FBA)",0,10,null,3,4,10,6,7,4]
[8,"Functional communication training (FCT)",0,12,null,8,14,9,2,4,9]
[9,"Modeling (MD) ",1,4,null,15,3,11,17,15,13]
[10,"Naturalistic intervention (NI)",0,10,null,19,23,13,22,21,19]
[11,"Picture Exchange Communication System (PECS) ",2,4,null,14,12,17,10,9,17]
[12,"Parent-implemented intervention",8,12,null,22,25,15,24,27,22]
[13,"Peer-mediated instruction and intervention (PMII)",0,15,null,18,9,22,19,16,20]
[14,"Prompting (PP)",1,32,null,6,15,2,9,5,2]
[15,"Pivotal response training (PRT)",1,7,null,21,24,19,21,23,23]
[16,"Reinforcement (R+)",0,43,null,4,5,4,11,6,5]
[17,"Response interruption/redirection (RIR) ",0,10,null,17,22,15,20,22,18]
[18,"Scripting (SC)",1,8,null,27,27,24,23,26,27]
[19,"Self-management (SM)",0,10,null,12,10,12,15,12,12]
[20,"Social narratives (SN)",0,17,null,16,13,20,13,17,21]
[21,"Structured play groups (SPG)",2,2,null,24,21,21,12,20,16]
[22,"Social skills training (SST)",7,8,null,11,11,14,7,11,14]
[23,"Task analysis (TA)",0,8,null,10,8,18,18,8,15]
[24," Technology-aided instruction and intervention",9,11,null,26,6,27,27,25,24]
[25,"Time delay (TD)",0,12,null,25,26,23,25,24,25]
[26,"Video modeling (VM)",1,31,null,23,19,26,26,19,26]
[27," Visual supports (VS)",0,18,null,2,2,7,5,2,6]
["※「自閉症スペクトラム症のある人への介入研究が学校教育に貢献するために」井澤信三『教育心理学年報』2021, 60,91-103 の Table5 を自分で加工できるように Excel の表にしました。一部改変しています。"]
["注1) Administrator : 管理職 , GE teacher : 通常教育教員 Paraprofessional : スクールサポーターなど , Related service : 各種専門職 , SPED teacher : 特別支援教育教員。TA provider : 技術支援提供者"]
["注2) 表の右側における数字は選択された数の多い順位を示す。"]

{"sheet":"日本語","index":1,"n_rows":33,"n_cols":11,"rows_kept":33,"cut":false,"hidden":false,"merged":[[1,10,2,10],[30,0,30,10],[31,0,31,10],[32,0,32,10],[0,1,0,3],[0,5,0,10],[1,0,2,0],[1,1,2,1],[1,2,1,3],[1,5,2,5],[1,6,2,6],[1,7,2,7],[1,8,2,8],[1,9,2,9]]}
[null,"Wong et al.（2015）",null,null,null,"Morin et al. (2020)"]
["NO.","エビデンスに基づく実践","実証的裏付け",null,null,"管理職","通常級\n教員","各種\n専門家","関連\nサービス","特別支援教育教員","技術支援提供者"]
[null,null,"グループ","１事例"]
[1,"事前事象に基づく介入 (ABI) ",0,32,null,1,1,1,1,1,1]
[2,"認知行動療法 (CBI) ",3,1,null,7,7,5,8,13,7]
[3,"代替行動分化強化（DRA)",0,26,null,9,16,3,3,10,8]
[4,"不連続試行訓練 (DTT) ",0,13,null,5,18,6,4,3,3]
[5,"エクササイズ (ECE　検索しましたが不明)",3,3,null,13,17,16,16,18,10]
[6,"消去(EXT) ",0,11,null,20,20,8,14,14,11]
[7,"機能分析(FBA)",0,10,null,3,4,10,6,7,4]
[8,"機能的コミュニケーション訓練 (FCT)",0,12,null,8,14,9,2,4,9]
[9,"モデリング(MD、やって見せる) ",1,4,null,15,3,11,17,15,13]
[10,"日常介入(NI、日常環境発達行動介入、NDBI)",0,10,null,19,23,13,22,21,19]
[11,"絵カード交換コミュニケーションシステム (PECS) ",2,4,null,14,12,17,10,9,17]
[12,"親による介入（PII）",8,12,null,22,25,15,24,27,22]
[13,"ピアを介した指導と介入 (PMII)",0,15,null,18,9,22,19,16,20]
[14," プロンプティング (PP)",1,32,null,6,15,2,9,5,2]
[15,"機軸行動発達支援法 (PRT)",1,7,null,21,24,19,21,23,23]
[16,"強化法(R+)",0,43,null,4,5,4,11,6,5]
[17,"反応妨害と再方向づけ(RIR) ",0,10,null,17,22,15,20,22,18]
[18,"台本 (SC、プロンプトとフェーディング込み)",1,8,null,27,27,24,23,26,27]
[19,"自己管理 (SM)",0,10,null,12,10,12,15,12,12]
[20,"ソーシャルナラティブ (SN、ソーシャルストーリーを含む)",0,17,null,16,13,20,13,17,21]
[21,"構造化された遊びのグループ(SPG)",2,2,null,24,21,21,12,20,16]
[22,"ソーシャルスキルトレーニング (SST)",7,8,null,11,11,14,7,11,14]
[23,"課題分析 (TA)",0,8,null,10,8,18,18,8,15]
[24,"テクノロジーに支援された指導と介入（CAI や SGD/VOCA を含む） ",9,11,null,26,6,27,27,25,24]
[25,"遅延法(TD)",0,12,null,25,26,23,25,24,25]
[26,"動画を見本にする (VM)",1,31,null,23,19,26,26,19,26]
[27,"視覚支援 (VS)",0,18,null,2,2,7,5,2,6]
["※「自閉症スペクトラム症のある人への介入研究が学校教育に貢献するために」井澤信三『教育心理学年報』2021, 60,91-103 の Table5 を自分で加工できるように Excel の表にしました。一部改変しています。"]
["注1) Administrator : 管理職 , GE teacher : 通常教育教員 Paraprofessional : スクールサポーターなど , Related service : 各種専門職 , SPED teacher : 特別支援教育教員。TA provider : 技術支援提供者"]
["注2) 表の右側における数字は選択された数の多い順位を示す。"]