AOKI Masumi
| Organaization of Centers for Education and Research Infrastructure of University Student Support Center Support Services Room for students with disabilities | Lecturer |
Other affiliation
Research History
- Tokyo Gakugei University
Apr. 2023 - Present, 障がい学生支援室, 講師 - Yokohama National University
Apr. 2021 - Mar. 2023, Organization for Diversity Strategy, バリアフリー推進部門支援コーディネーター - University of Tsukuba
Apr. 2020 - Mar. 2023, Faculty of Human Sciences, 客員研究員 - University of Tsukuba
Nov. 2018 - Mar. 2021, ダイバーシティ・アクセシビリティ・キャリアセンター, 非常勤研究員（出産育児のため2018年4-10月、2020年4-9月を除く） - University of Tsukuba University of Tsukuba
Apr. 2016 - Mar. 2018, ダイバーシティ・アクセシビリティ・キャリアセンター, Associate professor - University of Tsukuba
Apr. 2014 - Mar. 2016, 障害学生支援室, 助教 - University of Tsukuba
Apr. 2013 - Mar. 2014, 博士特別研究員
Education
Professional Memberships
- International Association for Cognitive Education and Psychology
- THE JAPANESE ASSOCIATION OF SPECIAL EDUCATION
- Japanese Society of Clinical Neurolophysiology
- JAPANESE SOCIETY FOR PHYSIOLOGICAL PSYCHOLOGY AND PSYCHOPHYSIOLOGY
- JAPAN ACADEMY OF LEARNING DISABILITIES
- 日本ADHD学会
- Association of Disability Sciences
Licenses and Qualifications
Research Projects
- University of Tsukuba
Construction and verification of a multilayered assessment of cognitive processes for tailored support for children with neurodevelopmental disabilities, Grant-in-Aid for Scientific Research (B), 01 Apr. 2023 - 01 Mar. 2027 - Japan Society for the Promotion of Science
Grants-in-Aid for Scientific Research Grant-in-Aid for Early-Career Scientists, ダイナミックアセスメント遂行時の脳内ネットワークの解明, Grant-in-Aid for Early-Career Scientists, Apr. 2020 - Mar. 2024 - University of Tsukuba
ダイナミックアセスメント遂行時の脳内ネットワークの解明, Grant-in-Aid for Early-Career Scientists, 01 Apr. 2020 - 01 Mar. 2024 - 筑波大学
筑波大学2016年度研究基盤支援プログラム（Aタイプ）, 軽度知的障害児の実行機能の向上を目指した認知教育プログラムの開発, Apr. 2016 - Mar. 2017 - 日本学術振興会
科学研究費補助金 基盤研究(A), 障害のある学生の修学支援における合理的配慮のあり方に関する学際的研究, Apr. 2014 - Mar. 2018, Principal investigator - University of Tsukuba
Interdisciplinary research of reasonable accommodation on academic support for students with disabilities, Grant-in-Aid for Scientific Research (A), 01 Apr. 2014 - 01 Mar. 2018
Books and Other Publications
- 発達障害のある大学生のアセスメント: 理解と支援のための実践ガイド
Mar. 2024 - 知的障害児の心理・生理・病理 : エビデンスに基づく特別支援教育のために
Mar. 2022, 勝二 博亮, 北大路書房, 9784762831881 - 高等学校教員のための特別支援教育入門
Apr. 2020, 大塚
玲, ADHDのある生徒の理解と支援, 萌文書林, 9784893473622 - 合理的配慮ハンドブック : 障害のある学生を支援する教職員のために
Mar. 2019, 日本学生支援機構, 発達障害；注意欠如多動症, ジアース教育新社, 9784863714922 - よくわかる!大学における障害学生支援 : こんなときどうする?
Jun. 2018, 竹田
一則
青木
真純
青柳
まゆみ
有海
順子
井口
亜希子
岡崎
慎治
奥村
真衣子
柏倉
秀克
加藤
靖佳
川間
健之介
河南
佐和呼
小林
秀之
五味
洋一
近藤
武夫
佐々木
銀河
佐藤
克敏
塩川
宏郷
Harding
John
白澤
麻弓
神藤
典子
末富
真弓
副島
賢和
高橋
知音
武田
鉄郎, ジアース教育新社, 9784863714694 - 特別支援教育 : 共生社会の実現に向けて
Mar. 2018, 小林
秀之
米田
宏樹
安藤
隆男, 注意欠陥・多動性障害の理解と教育, ミネルヴァ書房, 9784623081523 - 生理心理学と精神生理学
May 2018, 坂田
省吾
山田
冨美雄
堀
忠雄
尾崎
久記
片山
順一
鈴木
直人
室橋
春光
苧阪
満里子, ADHDにおける注意機能と実行機能, 北大路書房, 9784762829727
Papers
- 発達障害学生支援における学生自身による効果評価の試み
2018, 佐々木 銀河, 青木 真純, 五味 洋一, 竹田 一則, joint - ノートを取ることが困難な大学生に対するノートの取り方の方略変容を目指した事例的検討
Feb. 2019, 青木 真純, 佐々木 銀河, 真名瀬 陽平, 五味 洋一, 中島 範子, 岡崎 慎治, 竹田 一則, joint - ADHDやASDのある大学生の認知特性とこれに関連する方略評価についての検討 : DN-CAS認知評価システムの年齢外適用を通して
Nov. 2020, 青木 真純, 佐々木 銀河, 中島 範子, 岡崎 慎治, 竹田 一則, joint, 特殊教育学研究 = The Japanese journal of special education, 58, 3 - Intervention to Enhance Cognitive Development Underpinning Reading for Japanese Preschool Children
Feb. 2024, joint, International Journal of Psychosocial Rehabilitation, 28, 1, Research paper (scientific journal), 10.61841/v28i1/400363 - 注意欠如多動症児の干渉制御における先行手がかりの影響に関する予備的検討
Nov. 2023, 青木真純、岡崎慎治, joint, 生理心理学と精神生理学, 41, 2 - A Pilot Study of Cognitive Assessment Based on PASS Theory for College Students: Relationship between CAS2:Rating Scale and Characteristics of ASD and ADHD.
2021, 青木真純
中島範子
岡崎慎治, 障害科学研究, 45, 1881-5812 - Inherent Requirements for University Course Completion:A Survey Examining the Process of Providing Reasonable Accommodations for Students With Disabilities at Universities in Australia
2018, SASAKI Ginga
TABARU Kei
GOMI Yoichi
AOKI Masumi
MIYAUCHI Hisae
OKAZAKI Shinji
NORO Fumiyuki
TAKEDA Kazunori, The Japanese journal of special education, The Japanese Association of Special Education, 56, 3, 10.6033/tokkyou.56.157, 0387-3374,The inherent requirements for completing a university course are the abilities, knowledge, and skills that students need in order to complete the course. It is important that reasonable accommodations be made for students with disabilities, without compromising the inherent and necessary objectives, content, and functions of education for all. For the present study, after multiple Internet searches, quantitative content analyses were conducted on the descriptions of inherent requirements for course completion in the websites of Australian universities. More than 80% of the universities included in the searches had policies that described the inherent requirements for courses and the process for providing reasonable adjustments. Additionally, at some universities, details regarding the inherent requirements had been developed for courses in human health services, such as nursing. Quantitative content analysis revealed that the inherent requirements did not include auditory or motor skills in several courses of study. These results suggest that when Japanese institutions of higher education are considering reasonable accommodations for students with disabilities, it may be useful to clarify the objectives, content, and functions of education with reference to the inherent requirements for course completion that have been specifıed at some universities in Australia.
- Issues for Admission Policies of Japanese National Universities due to the Enforcement of the Disability Discrimination Act
Nov. 2017, 真名瀬 陽平
佐々木 銀河
田原 敬
五味 洋一
青木 真純
竹田 一則, 大学教育学会誌 = Journal of Japan Association for College and University Education, 大学教育学会, 39, 2, 1344-2449 - The Relationship Between Tendency for Inattention and Prefrontal Cortex Activity During Problem Solving in Typical Developing Adults
2017, HAMADA Kasumi
AOKI Masumi
OKAZAKI Shinji, Japanese Journal of Disability Sciences, Association of Disability Sciences, Japan, 41, 1, 10.20847/adsj.41.1_13, 1881-5812,Inattention is strongly associated with poor planning and low working memory capacity. The purpose of this study was to investigate the relationship between inattention score, behavioral performance during problem solving tasks, and prefrontal cortex activity in typical developing adults. The mastermind game was used as the problem solving task. For the investigation of brain activities, cerebral blood flow in the prefrontal cortex area was measured using near-infrared spectroscopy during the mastermind game. In terms of behavioral performance, longer completion times and lower accuracy were observed in the high-inattention score group compared with the low-inattention score group on 4 pin conditions where the difficulty level was highest. The hemodynamic changes in oxyhemoglobin (oxy-Hb) in the low-inattention score group were similar regardless of difficulty level in all analyzed areas. This indicated that the entire fronto-parietal network may be related to problem solving processes. In the high-inattention group, the hemodynamic changes in oxy-Hb decreased on 4 pin conditions where high-working memory was utilized. These results suggest that the tendency for high inattention influences the working memory process and medial PFC activities related to working memory.
- Facilitation of Self–learning in a College Student with Autism Spectrum Disorder:Improvements of Motivation for Learning by Using a Behavioral Contracting
2017, SASAKI Ginga
AOKI Masumi
GOMI Yoichi
NORO Fumiyuki, Japanese Journal of Disability Sciences, Association of Disability Sciences, Japan, 41, 1, 10.20847/adsj.41.1_221, 1881-5812,Behavioral contracting was conducted to a college student with autism spectrum disorders to investigate whether self-learning was facilitated. The support plan was designed on the basis of the results of assessment which were conducted at the first interview. First, a goal setting was introduced by deciding the number of questions to be tackled in self-learning. Subsequently, a behavioral contracting writing the goal and describing the delivery of corresponding reinforcers was introduced. After the intervention with the behavioral contracting, only the goal setting was conducted again, and its effects on facilitating self-learning was assessed. Results indicated that self-learning was not facilitated only by goal setting and that the behavioral contracting was effective for facilitating selflearning. The above results are discussed from the perspective of establishing and managing reinforcers through behavioral contracting, and moreover, significance as supports for students with disabilities.
- Educational and social support for adolescent and adult with developmental disabilities
Nov. 2016, 岡崎 慎治
青木 真純, joint, 精神科 = Psychiatry, 科学評論社, 29, 5, (MISC) Introduction and explanation (scientific journal), 1347-4790 - 発達障害学生支援の現状と課題（2）
2016, 青木真純
竹田一則, joint, 文部科学教育通信, (MISC) Introduction and explanation (commerce magazine) - 大学における障害学生支援の現状と課題．ー筑波大学障害学生支援室の取り組みを通してー
2014, 竹田一則
名川勝
有海順子
森 まゆ
青木真純
田原敬, joint, リハビリテーション，エンジニアリング, 29, 4 - An ERP study of the relationship between anticipation, executive control and performance monitoring under interference condition in children with attention-deficit/hyperactivity disorder.
2014, Masumi Aoki
Shinji Okazaki, joint, International Journal of Psychophysiology, 94, 2 - Hemodynamic changes during problem-making and solving in typically development adults.
2014, Kasumi Hamada
Shinji Okazaki
Masumi Aoki, joint, International Journal of Psychophysiology,, 94, 2 - Psychophysiology and neuropsychology of ADHD
Jul. 2013, 岡崎 慎治
青木 真純, joint, 精神科, 科学評論社, 23, 1, (MISC) Introduction and explanation (scientific journal), 1347-4790 - The Efficacy of the COGENT Program in Pre-school Children with High-risk for Learning Disabilities
2013, AOKI Masumi
MUROYA Naoko
MASUNAMI Taiji
MATSUZAWA Harumi
TAKANO Chisato
OKAZAKI Shinji
MAEKAWA Hisao, 障害科学研究, Association of Disability Sciences, Japan, 37, 1881-5812, The purpose of the present study was to explore the efficacy of the COGENT program on promoting of cognitive abilities and constructing readiness about reading in two pre-school boys with high-risk for learning disabilities. As a result, the abilities of the kana reading, the basic skill on reading and successive processing on PASS cognitive processing were improved. These results suggest that the COGENT program was a useful remediation program for children with high-risk of learning disabilities. In this study, we introduced the pair learning. The participants were inspired by the behavior each other. And they were questioned the problem each other. So, we considered the interactions between participants were also facilitated the learning in this program. - 注意欠陥/多動性障害児における先行手がかりが干渉課題遂行中の認知的制御に及ぼす影響に関する生理心理学的研究に関する研究
2013, 青木真純, only, Doctoral Thesis - Cognitive Control on Interference Tasks in Children with Attention-deficit/hyperactivity Disorder
Nov. 2012, 青木 真純
岡崎 慎治
前川 久男, LD研究 = Japanese journal of learning disabilities, 日本LD学会, 21, 4, 1346-5716 - Event-related potential correlates of conflict detection processing in children and adults on a Rock-Paper-Scissors task
01 Feb. 2011, AOKI MASUMI
OKAZAKI SHINJI
SHOJI HIROAKI
MAEKAWA HISAO, 臨床神経生理学 : Japanese journal of clinical neurophysiology, 39, 1, 1345-7101 - Event-related potential correlates of conflict detection processing of a rock-paper-scissors task in adults, normal children and children with ADHD
Oct. 2010, Masumi Aoki
Shinji Okazaki
Hisao Maekawa, joint, Clinical Neurophysiology, 121, 1 - 聴覚優位で書字運動に困難を示す発達障害児への漢字学習支援
2008, 青木 真純
勝二 博亮, 特殊教育学研究, 一般社団法人 日本特殊教育学会, 46, 3, 10.6033/tokkyou.46.193, 0387-3374, 通常の学級に在籍する聴覚優位で書字運動に困難がみられた小学校3年生男児に対して漢字書字支援を実施した。はじめに学習漢字を対象児の既知文字に構成要素として分解させた後、音声言語リハーサルと部分再生による支援を実施した。音声言語リハーサルでは分解した構成要素を音声言語で復唱させた。部分再生では音声言語リハーサルに加え1〜2画程度の部分的な書字による補完を求めた。その結果、いずれの支援でも半数以上の漢字を書字できるようになった。しかし、書字エラーをみると、音声言語リハーサルでは構成要素自体の書字に誤りが多かったのに対し、部分再生では、構成要素の書字は可能であったが、それらの配置や結合部でのエラーが多かった。したがって、対象児に負担がかからない程度の補完的な書字活動を取り入れることで、音声言語リハーサルでは改善されなかった漢字細部の誤表記を修正できることが示唆された。
Presentations
- 特別支援教育における神経生理学的アプローチと医療支援
01 Dec. 2023, 日本臨床神経生理学会学術大会 - PASS神経認知モデルに基づく評価と支援の新たな方向性ーこれまでの研究と実践からー
09 Oct. 2023, 日本LD学会第32回大会 - ダイナミック・アセスメントを用いた教育的支援の効果に 関する予備的検討
Aug. 2023, 特殊教育学会, Poster presentation - 発達障害児・者の心理教育的アセスメントを担う人材に求められるスキル・コンピテンシーを考える
Aug. 2023, 日本特殊教育学会第61回大会 - 高等教育機関における新専門職アセッサーに求められるスキル・コンピテンシーとは
29 Oct. 2022 - PASS認知神経モデルに基づく新たな認知発達評価Cognitive Assessment System 2nd Ed. (CAS2) の利用可能性
19 Sep. 2022, 日本特殊教育学会 第60回大会 - 特別支援教育におけるダイナミック・アセスメントの適用可能性 ―具体的で質的な相互作用的やりとりを評価する―
Sep. 2021, 日本特殊教育学会 第59回大会 - 知能のPASS理論に基づく認知発達の評価と支援Update： 新たな適用可能性の検討
2020, 日本特殊教育学会 第58回大会, Symposium workshop panel(public) - Interactive interventions based on cognitive education - a change of cognitive process, performance, and strategies on problem tasks
15 Sep. 2016, International Association for Cognitive Education and Psychology, Oral presentation(general) - An ERP study of the relationship between anticipation, executive control and performance monitoring under interference condition in children with attention-deficit/hyperactivity disorder
23 Sep. 2014, 17th World Congress of Psychophysiology of the International-Organization-of-Psychophysiology (IOP), Poster presentation - 特別支援教育における発達障害への実験的接近（1）–若手研究者からの報告—
2014, 日本特殊教育学会第52回大会, Symposium workshop panel(public) - 注意欠陥 / 多動性障害の病態生理
2013, 日本臨床神経生理学会第43回大会, Symposium workshop panel(public) - 特別支援教育における知能のPASSモデルの活用 : ADHD児の認知特性をふまえた指導支援に焦点を当てて
2010, 日本特殊教育学会第48回大会 自主シンポジウム, Symposium workshop panel(public)
