大学生の発達障害関連支援ニーズと修学上の移行スキル支援

Abstract

The purpose of the present study is to clarify the relationships between the awareness of difficulties resulting from developmental disorders in college life and the severities of behavioral problems by using self-report measures as well as to examine how the difficulties were decreased by promoting self-understanding on transitional skill training. A total of 860 freshmen were asked to complete the questionnaires. The result showed a significant positive relationship between the student difficulties and problem severities. In particular, “difficulties due to ASD and ADHD” were related to “withdrawing”, “thought problems” and “attention problems” exclusive of the influence on “anxiety and depression.” These results suggested that the college students’ difficulties related to developmental disorders demonstrated criterion-related validity and effectiveness to estimate special needs among the students. Moreover, the questionnaires were used in a social skill workshop as a transitional support which helped improve the student self-image.

本研究では、自記式の発達障害関連困り感質問紙と、問題行動質問紙による重症度の自覚の関連を明らかにし、こうした問題が自己理解を通して移行支援でいかに減じることが検討した。860名の新入生を対象に質問紙調査を行ったところ、“不安／抑うつ”を制御変数として、偏相関係数を求めた結果、特に、ASD 尺度と“引きこもり”、“社会性の問題”、ADHD 尺度と“注意の問題”との間で相関がみられた。本結果は、困り感尺度が基準案連妥当性を有することを示唆するとともに、支援ニーズのある学生にとっても有効な指標であることを示唆するものである。さらに、本研究では、移行支援として必要な社会技能のワークショップに当該尺度を活用することで、自己肯定性が向上する可能性を見出した。