@article{oai:phoenix.repo.nii.ac.jp:00001425,
 author = {松山, 光生 and Matsuyama, Mitsuo and 戸髙, 翼 and まつやま, みつお and とだか, つばさ and MATSUYAMA, Mitsuo and TODAKA,  Tsubasa},
 issue = {20},
 journal = {九州保健福祉大学研究紀要, Journal of Kyushu University of Health and Welfare},
 month = {Mar},
 note = {P(論文), Using the KABC-II this research project investigated methods for promoting self-understanding for a
first-year university student who expressed difficulty in obtaining credits for the speech therapy
curriculum unit. The student had diligently attended all the required classes, but as of the first semester,
had not passed the specialist unit. We administered KABC-II with the approval of the faculty. Although
the results did not indicate any meaningful differences in terms of cognitive processing and achievement,
our measurements of the student’s planning and subsequent processing abilities found a wide distribution
among the lower scores. Furthermore, compared with vocabulary and reading ability, writing and
mathematics scores were significantly lower. To support the student, we returned the test results as
feedback to identify areas for improvement and also proposed study methods targeting the cognitive
characteristics identified in the test. Despite the support given, the student was unable to pass the
second semester by achieving the required three units of credit for the specialist curriculum. This meant
he would have to repeat the entire year. Instead, the student decided of his own volition to change the
course of study. Drawing on the experience of providing the above noted support, this study considers
the following two key points: 1) the importance of identifying at-risk students as early as possible and 2)
the use of KABC-II from the perspective of career education.},
 pages = {19--25},
 title = {言語聴覚士専門教科の単位修得に困難を示した学生への支援 : KABC-Ⅱの結果をフィードバックした取り組み},
 year = {2019},
 yomi = {マツヤマ, ミツオ and トダカ, ツバサ}
}