其他摘要：Children with high functioning pervasive developmental disorder are said to have no problems in basic communication. They do, however, have difficulties in pragmatics, evidenced by their making statements considered by other people to be strange, and they find it difficult to participate in peer conversations at school. I believe that this is because these children, unlike their peers without communication difficulties, do not read between the lines of others' communications and do not understand the context. Communication and social skill support for children with high functioning autism seems to be effective, in addition to communication support in their interactions with their peers without disabilities. The published literature has no reports of systematic support of communication by children with high functioning autism in Japan through interaction with their peer group. The present article reports group support activities in communication and social skills, based on INREAL(INter Reactive Learning and communication), for 10 children (5th to 7th graders) with high functioning pervasive developmental disorders. The process of their learning to communicate their feelings and to adjust their emotions to reflect the presumed feelings of their communication partners was analyzed.
关键词：高機能広汎性発達障害児集団;コミュニケーション・ソーシャルスキル支援;語用障害
其他关键词：support of communication and social skills ; difficulties in pragmatics ; INter Reactive Learning and communication (INREAL) ; elementary school children with high functioning pervasive developmental disorder
