Skip to main content
SpringerLink
Log in

Behavioural Support in Japan

  • Chapter
  • First Online:
Behavioural Support for Students with Special Educational Needs

Abstract

Early in 2016, the Convention on the Rights of Persons with Disabilities was enacted in Japan. It made the establishment of an inclusive educational system a national priority and required Japanese schools and teachers to accommodate individual needs of students with special needs in schools. An adequate balance between individual and group needs has been challenging for classroom teachers dealing with behavioural needs of individual students while teaching a whole class. A traditional Japanese approach to teaching a lesson in regular classes has been aligned with and supported by the lesson study approach, whereby schools engage in professional development activities. These activities focus on cooperative planning and monitoring of students’ learning progress in the selected curricular content over a school year. As part of lesson planning and preparation of instructional supports, teachers design and anticipate peer interactions among classmates. This social focus contrasts with the English-speaking countries (e.g. the USA, the UK, and Australia). For example, the use of school-wide positive behaviour support to improve student behaviours in English-speaking countries has been treated as an efficient foundation for including individual students with high needs in school. In Japan, there has been an increasing interest in this behavioural approach as a potential solution for addressing the requirements defined in the newly enforced law. It is proposed that mutually informed integration of the culture- and value-based practice of traditional lesson study with school-wide behaviour support can become a culturally appropriate approach to behavioural support.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ball, D. L., & Forzani, F. M. (2007). What makes education research “educational”? Educational Researcher, 36(9), 529–540.

    Article  Google Scholar 

  • Benedict, A. E., Park, Y., Brownell, M. T., Lauterbach, A. A., & Kiely, M. T. (2013). Using lesson study to align elementary literacy instruction within the RTI framework. Teaching Exceptional Children, 45(5), 22–30.

    Article  Google Scholar 

  • Chokshi, S., & Fernandez, C. (2004). Challenges to importing Japanese lesson study: Concerns, misconceptions, and nuances. Phi Delta Kappan, 85(7), 520–525.

    Article  Google Scholar 

  • Crockett, M. D. (2007). The relationship between teaching and learning: Examining Japanese and US professional development. Journal of Curriculum Studies, 39(5), 609–621.

    Article  Google Scholar 

  • Dojo, Y., Noda, W., & Sanomaru, M. (2008). Behavioral interventions in school settings for children with developmental disabilities, 1990–2005: A review. Japanese Journal of Behavior Analysis, 22(1), 4–16.

    Google Scholar 

  • Fujino, H. (2013). Current trends in research on psychosocial interventions for school-aged children with high-functioning autism spectrum disorder: A review. The Japanese Journal of Special Education, 51(1), 63–72.

    Article  Google Scholar 

  • Fukumoto, S., & Ohkubo, K. (2013). Systematic review of intervention studies targeting behavior problems in schools. Journal of Hokkaido University of Education, 63(2), 243–258.

    Google Scholar 

  • Hirasawa, N. (2009). Contributions of applied behavior analysis to support practices for persons with developmental disabilities and behavior problems: Toward evidence-based protection of their rights. Japanese Journal of Behavior Analysis, 23(1), 33–45.

    Google Scholar 

  • Hirasawa, N., & Fujiwara, Y. (2000). Support based on functional assessment to reduce aggressive behavior in a student in a high school for persons with mental handicaps: Contextual fit perspective in positive behavioral support. Japanese Journal of Behavior Analysis, 15(1), 4–24.

    Google Scholar 

  • Hooghart, A. M. (2006). Educational reform in Japan and its influence on teachers’ work. International Journal of Educational Research, 45(4–5), 290–301.

    Article  Google Scholar 

  • Ichikawa, K., Takahashi, Y., Ando, M., Anme, T., Ishizaki, T., & Yamaguchi, H. (2013). TEACCH-based group social skills training for children with high-functioning autism: A pilot randomized controlled trial. BioPsychoSocial Medicine, 7, 1–8.

    Article  Google Scholar 

  • Japanese Ministry of Education Culture Sports Science and Technology. (2002a). Tsujyou no gakkyu ni zaiseki suru tokubetsu na kyouiku-tekishien wo hitsuyou to suru jidou seito ni taisuru zenkoku jittai chousa: Chousa kekka [The report of national survey about children and students with educational needs in regular classrooms]. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Education Culture Sports Science and Technology. (2002b). Shougakkou secchi kijyun oyobi chuugakkou secchi kijyun no settei nado ni tuite [Notice for establishing school standards for elementary and secondary schools]. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Education Culture Sports Science and Technology. (2006). Gakkou hyouka: Monbukagakushou “Gakkou hyouka guideline” yori [School evaluation: From MEXT’s guideline]. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Education Culture Sports Science and Technology. (2007). Gakkoukyouikuhou shikou kisoku no ichibu kaisei ni tsuite: Tsuuchi [The outline of partial amendment to regulation of Operating School Education Law]. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Education Culture Sports Science and Technology. (2008). Gakkouhyouka guideline [Guideline for school evaluation]. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Education Culture Sports Science and Technology. (2012). Tsujyou no gakkyu ni zaiseki-suru hattatsushougai no kanousei no aru tokubetsuna kyouikutekishien wo hitsuyou to suru jidou-seito ni kansuru chousa-kekka ni tsuite [Survey of children and students who may have developmental disabilities requiring special educational support at regular education classrooms]. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Health and Welfare. (2011). Basic law for persons with disabilities. Tokyo, Japan: Author.

    Google Scholar 

  • Japanese Ministry of Health Labour, and Welfare. (2004). Hattatsu-shougai-sha shien-hou [Law to support persons with developmental disabilities] (Law number 167 of 2004). Tokyo, Japan: Author.

    Google Scholar 

  • Kato, S., & Ogasahara, K. (2017). Difficulties faced by teachers at special schools when implementing interventions for behavior problems. Japanese Journal of Special Education, 54(5), 283–291.

    Google Scholar 

  • Kawamura, S. (2005). Kokoga point gakkyĹ« tannin no tokubetsu-shien-kyouiku: Kobetsushien to issei-shidou wo ipponka suru gakkyĹ«-keiei [Key points for classroom teachers’ special needs education: Class management for integrating individualised support and group instruction]. Tokyo, Japan: Toshobunka.

    Google Scholar 

  • Kikkawa, Y. (2014). Daily practice, group instruction, and valued outcomes: Japanese and Australian case studies of special educators teaching children with ASD, Doctoral dissertation. Brisbane, Australia: Griffith University.

    Google Scholar 

  • Kikkawa, Y., & Bryer, F. (2013). Working together: Insights from a special education unit in Japan. Special Education Perspectives, 22(1), 35–47.

    Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatment for autism. Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Lewis, C. (2016). How does lesson study improve mathematics instruction? International Journal on Mathematics Education, 48(4), 571–580.

    Google Scholar 

  • Lewis, C., Perry, R., & Friedkin, S. (2009). Lesson study as action research. In S. E. Noffke & B. Somekh (Eds.), The Sage handbook of educational action research (pp. 143–154). Los Angeles, CA: Sage.

    Google Scholar 

  • Matoba, M., & Sarkar Arani, M. R. (2006). Ethnography for teachers’ professional development: Japanese approach of investigation on classroom activities. In N. Popov, C. Wolhuter, C. Heller, & M. Kysilka (Eds.), Comparative education in teacher training (Vol. 4, pp. 116–125). Sofia, Bulgaria: Bulgarian Comparative Education Society & Bureau for Educational Services.

    Google Scholar 

  • Matoba, M., Shibata, Y., & Sarkar Arani, M. R. (2007). School-university partnerships: A new recipe for creating professional knowledge in school. Educational Research for Policy and Practice, 6, 55–65.

    Article  Google Scholar 

  • Miyashita, T. (2011). Review of behavioural analysis approaches at schools: Studies conducted within and outside Japan. Bulletin of the School of Education, Bukkyo University, 10, 45–54.

    Google Scholar 

  • Muranaka, T., & Ogawa, A. (2016). Class-wide intervention: Class preparation behavior of children with special needs. Japanese Journal of Special Education, 54(4), 223–232.

    Google Scholar 

  • Onodera, K. (2011). Effect of non-contingent reinforcers provided by classmates on tantrums of a child in a regular elementary school classroom. The Japanese Journal of Special Education, 49(4), 387–394. https://doi.org/10.6033/tokkyou.49.387

    Article  Google Scholar 

  • Ohkubo, K., Iguchi, T., & Ishizuka, M. (2015). Effects of a program for training individuals to conduct functional behavioral assessments: Analyses of information gathering and designing of behavior support plans by participants. Japanese Journal of Behavior Analysis, 29(2), 68–85.

    Google Scholar 

  • Ohkubo, K., Iguchi, T., & Noro, F. (2011). Effects of staff training for functional assessment to behavioral problems of students. Journal of Hokkaido University of Education, 61(2), 77–88.

    Google Scholar 

  • Ohkubo, K., Takahashi, N., & Noro, F. (2011). Effects of behavioral support on participation in routine classroom activities: Support for an individual pupil and for the class as a whole. The Japanese Journal of Special Education, 48(5), 383–394.

    Article  Google Scholar 

  • Oishi, K. (2016). Behavioral consultation in Japan: A review of trends in research and practice on supporting children with developmental disabilities in schools. The Japanese Journal of Special Education, 54(1), 47–56.

    Article  Google Scholar 

  • Okada, S., Goto, H., & Ueno, K. (2005). Instructions of social skills for students with Asperger syndrome: Focused on social cognition and skill buildings. Japanese Journal of Learning Disabilities, 14(2), 153–162.

    Google Scholar 

  • Okamoto, K. (2014). Collaborative methods of instruction and support for students with developmental disabilities who exhibit behavioral problems in school: Current trends and issues. The Japanese Journal of Special Education, 52(3), 217–227.

    Article  Google Scholar 

  • Okitsu, T., & Sekido, H. (2007). Support based on functional assessment for children having difficulty participating in regular classes. The Japanese Journal of Special Education, 44(5), 315–325.

    Google Scholar 

  • Otani, H. (2005). Use of AAC for instructing self-management activities for a child with ASD. The Japanese Journal of Special Education, 43(4), 321–331.

    Google Scholar 

  • Saito, E., Watanabe, M., Gillies, R., Someya, I., Nagashima, T., Sato, M., & Murase, M. (2015). School reform for positive behaviour support through collaborative learning: Utilising lesson study for a learning community. Cambridge Journal of Education, 45(4), 489–518.

    Article  Google Scholar 

  • Sarkar Arani, M. R., & Matoba, M. (2006). Challenges in Japanese teachers’ professional development: A focus on an alternative perspective. In N. Popov, C. Wolhuter, C. Heller, & M. Kysilka (Eds.), Comparative education in teacher training (Vol. 4, pp. 107–115). Sofia, Bulgaria: Bulgarian Comparative Education Society & Bureau for Educational Services.

    Google Scholar 

  • Sasaki, M. (2000). Aspects of autism in Japan before and after the introduction of TEACCH. International Journal of Mental Health, 29(2), 3–18.

    Article  Google Scholar 

  • Sekido, H., & Tanaka, M. (2010). Positive behavior support for a student with problem behavior in a regular classroom: Individualized support together with a class-wide behavioral intervention. The Japanese Journal of Special Education, 48(2), 135–146.

    Article  Google Scholar 

  • Shijyou, K. (2013). Review of studies on support for children with developmental disabilities in mainstream classrooms. Bulletin of Japanese National Institute of Special Needs Education, 40, 97–108.

    Google Scholar 

  • Sugimoto, T. (2015). Classroom management based on behavior analysis in Japan: Review of practice research in elementary school regular class. Bulletin of Nihon University Graduate School of Social and Cultural Studies, 16, 55–64.

    Google Scholar 

  • Takahashi, F. (2012). The method of universal-design for problem-solving instructions: For creating a lesson for understanding in mathematics. Bulletin of Graduate School of Teacher Training Yamagata University, 3, 254–257.

    Google Scholar 

  • Takemura, Y. (2011). Behavioral assessment and treatment of interactions of pupils with “problem behavior” and their teachers and peers in general classrooms: Current issues. The Japanese Journal of Special Education, 49(4), 415–424.

    Article  Google Scholar 

  • Tanaka, Y., Baba, C., Suzuki, H., & Tanaka-Matsumi, J. (2014). Pervasive positive effects of an applied behavior analysis workshop for nursery school supervising teachers on the supervisee teachers and the children: Increasing praise for positive behavior. The Japanese Journal of Special Education, 52(3), 169–179.

    Article  Google Scholar 

  • Tsurumi, N., Gomi, Y., & Noro, F. (2012). Promoting preparations for lunchtime and peer interactions among pupils in a regular classroom: Effects of interdependent group-oriented contingencies. The Japanese Journal of Special Education, 50(2), 129–139.

    Article  Google Scholar 

  • Wakui, M. (2007). We need more action research in schools: Group, organizational, and social contingencies as conceptual tools. Japanese Journal of Behavior Analysis, 21(1), 30–34.

    Google Scholar 

  • Ylonen, A., & Norwich, B. (2012). Using lesson study to develop teaching approaches for secondary school pupils with moderate learning difficulties: Teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301–317.

    Article  Google Scholar 

  • Yoshida, S. (2009). The research tasks on the teaching-learning process in special support education: Focusing on the teaching-learning process in regular class. Research Bulletin of Takamatsu University, 51, 117–128.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Mt Gravatt, QLD, Australia

    Yoriko Kikkawa

  2. Graduate School of Education, Gifu University, Gifu, Japan

    Noriko Hirasawa

  3. Faculty of Education, Kio University, Koryo, Japan

    Kenichi Ohkubo

Authors
  1. Yoriko Kikkawa
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Noriko Hirasawa
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kenichi Ohkubo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yoriko Kikkawa .

Editor information

Editors and Affiliations

  1. Griffith Inst for Educational Research, Griffith University, Mt Gravatt, QLD, Australia

    Fiona Bryer  & Wendi Beamish  & 

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kikkawa, Y., Hirasawa, N., Ohkubo, K. (2019). Behavioural Support in Japan. In: Bryer, F., Beamish, W. (eds) Behavioural Support for Students with Special Educational Needs. Advancing Inclusive and Special Education in the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-13-7177-6_11

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-7177-6_11

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-7176-9

  • Online ISBN: 978-981-13-7177-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation