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The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues

The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues

Eiko Tatematsu
Copyright: © 2021 |Pages: 25
ISBN13: 9781799870531|ISBN10: 1799870537|ISBN13 Softcover: 9781799870548|EISBN13: 9781799870555
DOI: 10.4018/978-1-7998-7053-1.ch005
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MLA

Tatematsu, Eiko. "The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues." Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, edited by Yefim Kats and Fabrizio Stasolla, IGI Global, 2021, pp. 73-97. https://doi.org/10.4018/978-1-7998-7053-1.ch005

APA

Tatematsu, E. (2021). The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues. In Y. Kats & F. Stasolla (Eds.), Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities (pp. 73-97). IGI Global. https://doi.org/10.4018/978-1-7998-7053-1.ch005

Chicago

Tatematsu, Eiko. "The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues." In Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, edited by Yefim Kats and Fabrizio Stasolla, 73-97. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7053-1.ch005

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Abstract

The purpose of this chapter is to discuss the role of teaching materials focusing on the “Emergence of Symbolic Functioning” and latent behaviour issues. First, a literature review is performed on the behaviour issues associated with intellectual disability (ID) and autism spectrum disorder (ASD). Three kinds of assessment tools used in this study are described with underlying developmental meanings. Especially, one of those tools, a teaching device named “Tamahimo” is introduced as a practical assessment tool to visualize participants' cognitive conditions. Three cases, two adolescents and one young adult with ID, are discussed, with their autism-like behaviours and characteristic cognitive profiles evaluated using the assessment tools. All cognitive development is judged as corresponding to the “Emergence of Symbolic Functioning,” that is, the qualitative transition phase from non-symbolic to the explicit existence of a symbolic functioning stage. Factors preventing social adaptation are discussed as they relate to unstable cognitive conditions.

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