Researcher basic information

• 博士（教育学）, 東京学芸大学

• https://researchmap.jp/okadasatoshi?lang=en

• https://jglobal.jst.go.jp/detail?JGLOBAL_ID=201501062656166542
• https://kaken.nii.ac.jp/d/r/10458862.ja.html

• 10458862

• 201501062656166542

• 発達障害
• 自閉症スペクトラム障害
• 認知プロフィール
• ADHD
• 認知特性
• 再評価信頼性
• WISC
• 心理アセスメント
• 広汎性発達障害
• 子ども
• 情報処理
• 中枢性統合
• 自閉症スペクトラム
• Weak central coherence
• 発達アセスメント
• Executive function
• 多動性障害
• 実行機能
• 再評価間隔

• Humanities & Social Sciences, Clinical psychology

• Bachelor's degree program, School of Education
• Master's degree program, Graduate School of Education
• Doctoral (PhD) degree program, Graduate School of Education

Research activity information

• Oct. 2006, 日本LD学会, 実践奨励賞
  岡田智

• How is autistic burnout perceived and responded to in employment support settings? : An analysis of interviews with employment support professionals
  千田 若菜; 柴田 珠里; 小川 浩; 岡田 智
  Japanese journal of vocational rehabilitation, 38, 2, 2, 11, 那須塩原 : 日本職業リハビリテーション学会, Mar. 2025, [Peer-reviewed], [Last author, Corresponding author]
  Japanese, Scientific journal
• Development and Validation of the Japanese Version of the Comprehensive Autism Trait Inventory in University Students
  Satoshi Okada; Wakana Chida; Michael English; Juri Shibata; Miyuki Onsen; Junko Tsutsui; Nanako Nakamura-taira
  Psychological Test Adaptation and Development, 01 Dec. 2024, [Peer-reviewed], [Lead author]
  Scientific journal
• Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children.
  Mizuho Takayanagi; Yoko Kawasaki; Mieko Shinomiya; Hoshino Hiroshi; Satoshi Okada; Tamiko Ino; Kazuko Sakai; Kimiko Murakami; Rie Ishida; Kaoru Mizuno; Shin-Ichi Niwa
  Journal of autism and developmental disorders, 52, 1, 240, 253, Jan. 2022, [Peer-reviewed], [International Magazine]
  English, Scientific journal, This study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic "islets of ability" was found in individuals with full-scale IQs < 100. The "right-descending profiles" were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.
• Cognitive Profiles of Children With Autism Spectrum Disorder on the Japanese Version of WISC-IV:
  Satoshi Okada; Chieko Iiri; Yuko Azumi; Kazuhiro Ohtani
  The Japanese Journal of Educational Psychology, 69, 3, 254, 267, The Japanese Association of Educational Psychology, 30 Sep. 2021, [Lead author, Corresponding author]
  Scientific journal
• Long-term stability of the WISC-Ⅳ in children with autism spectrum disorder.
  Okada, S.; Kawasaki, Y.; Shinomiya, M.; Hoshino, H.; Ino, T.; Sakai, K.; Murakami, K.; Ishida, R.; Mizuno, K.; Takayanagi, M.; Niwa, S.
  International Journal of School and Educational Psychology, online-first, 10, 290, 301, May 2021, [Peer-reviewed], [Lead author, Corresponding author]
  Scientific journal, 45115211
• 就学前にはじめて発達相談を受けた子ども57名のWPPSI-Ⅲの特徴
  岡田智; 桂野文良; 岡田博子; 石崎滉介; 江本結衣; 田畑牧子
  臨床心理学, 21, 723, 730, 2021, [Peer-reviewed], [Lead author, Corresponding author]
• Relationship between WISC-Ⅳ index scores, test taking behaviors and developmental disability traits.
  Satoshi Okada; Rie Nakata; Chieko Iiri; Kazuhiro Ohtani
  Japanese Journal of Child and Adolescent Psychiatry, 62, 594, 609, 2021, [Peer-reviewed], [Lead author]
  Scientific journal
• Effects of Social Skills Training for Children with Developmental Disabilities in Resource Rooms of Primary Schools : Focused on Self-Understanding of Social Skills Objects and Hours Spent in Resource Room
  Okada Satoshi; Yamashita Koji; Okada Katsumi; Morimura Miwako; Nakamura Toshihide
  Japanese journal of clinical psychology, 20, 3, 339, 347, 金剛出版, May 2020, [Peer-reviewed], [Lead author]
  Japanese

  
  Preprint
• An Investigation of Cognitive Profile of Japanese Version of DN-CAS in Children with Autism Spectrum Disorder : The PASS Factor Profile with and without ADHD
  Satoshi Okada; Miyuki Torii
  Psychiatria et neurologia paediatrica Japonica, 55, 3, 197, 205, 日本小児精神神経学会 ; 1960-, Oct. 2015, [Peer-reviewed], [Lead author]
  Japanese, Scientific journal
• Pear Relationship and Group Discussion Social Skills Group Intervention for Children with Autism Spectrum Disorder
  岡田 智; 三好 身知子; 桜田 晴美
  LD研究 = Japanese journal of learning disabilities, 23, 1, 82, 92, 日本LD学会, Feb. 2014, [Peer-reviewed], [Lead author]
  Japanese, Scientific journal
• Criteria for assessment of developmental disabilities in a primary school classroom : development of a scale for investigating reliability and validity
  OKADA Satoshi; UEYAMA Masahisa; OKADA Katsumi
  発達障害研究, 34, 4, 377, 387, 日本発達障害学会, 30 Nov. 2012, [Peer-reviewed]
  Japanese
• EFFECTS OF TEST-RETEST INTERVAL ON THE JAPANESE VERSION OF WISC-III AMONG STUDENTS WITH DEVELOPMENTAL DISABILITIES : PRACTICE EFFECT AND STABILITY
  OKADA Satoshi; MIZUNO Kaoru; YOKOTA Keiji; KAWASAKI Yoko
  Japanese journal of child and adolescent psychiatry., 51, 1, 31, 43, 日本児童青年精神医学会, 01 Feb. 2010, [Peer-reviewed], [Lead author]
  Japanese
• Scaling Question approach to improve emotional state :A case study for child with Asperger's syndrome
  Goto Hiroshi; Satoshi Okada
  The Japanese journal of counseling science, 38, 4, 367, 374, 日本カウンセリング学会, Dec. 2005, [Peer-reviewed]
  Japanese, Scientific journal
• アスペルガー症候群へのソーシャルスキルの指導--社会的認知の向上とスキルの定着化をめざして
  岡田 智; 後藤 大士; 上野 一彦
  LD研究, 14, 2, 153, 162, 日本LD学会, Jul. 2005, [Peer-reviewed]
  Japanese, Scientific journal
• Effect of Social Skills Training Including Rehearsal of Game Activities:Comparison of Children With LD, ADHD, and Asperger Syndrome
  OKADA SATOSHI; GOTO HIROSHI; UENO KAZUHIKO
  The Japanese Journal of Educational Psychology, 53, 4, 565, 578, The Japanese Association of Educational Psychology, 2005, [Peer-reviewed]
  Japanese
• LD児への問題解決能力を高める指導に関する事例研究
  岡田 智
  LD研究, 13, 2, 181, 191, 日本LD学会, Jul. 2004, [Peer-reviewed]
  Japanese
• 指導のためのソーシャル・スキル尺度作成の試み--社会的コンピテンスの視点からのLD支援
  岡田 智
  LD研究, 12, 1, 56, 64, 日本LD学会, Mar. 2003, [Peer-reviewed]
  Japanese

• Relationship Between Autism Spectrum Traits and Mental Health in College Students : Using a Short-Form Scale of Alexithymia Tendencies and Social Camouflaging
  Okada Satoshi; ZHANG YAQIAN; Nakanishi Moeko; Chida Wakana, 子ども発達臨床研究, 23, 75, 83, 20 Jun. 2026
  This study examined the relationships between autistic traits, social camouflaging, alexithymia, and psychological distress among university students. A questionnaire survey was conducted with 87 university students. Participants completed measures of autistic traits (CATI-j), social camouflaging (the short form of the Camouflaging Autistic Traits Questionnaire: CATQ-SF, and the CAM subscale of CATI-j), alexithymia ( the short form of the Toronto Alexithymia Scale-20: GAFS-8), and psychological distress (K10). Correlation, partial correlation, and multiple regression analyses revealed that autistic traits, alexithymia, and social camouflaging measured by CATQ-SF were independently associated with psychological distress. In contrast, CAM, the camouflaging subscale of CATI-j, did not show a significant association with psychological distress. These findings suggest that autistic traits, social camouflaging, and alexithymia are related to mental health problems even among non-clinical university students. Furthermore, CATQ-SF appears to be a useful measure for assessing social camouflaging associated with psychological distress, whereas the CAM subscale of CATI-j may capture camouflaging behaviors with relatively lower psychological costs. These results suggest that the two measures should be used selectively depending on research or clinical purposes., Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese
• Comprehensive Assessment of Autistic Traits in University Students : Standardization and Scoring Form Development of the CATI-j
  Nakanishi Moeko; Chida Wakana; Okada Satoshi, 子ども発達臨床研究, 23, 63, 73, 20 Jun. 2026
  This study aimed to re-examine and validate the Comprehensive Autism Trait Inventory Japanese version (CATI-j) in a large sample of university students and to establish normative data. In addition, a scoring form (Fillable PDF) was developed to facilitate its clinical use. A total of 1,111 university students participated in the survey. The results demonstrated high internal consistency for both the total score and all subscales, and the score distributions were generally consistent with a normal distribution. Although some subscales showed significant gender differences, no difference was found in the total score, confirming the overall applicability of the CATI-j to Japanese university students. The CATI-j enables a comprehensive assessment of autistic traits, including not only social difficulties and restricted patterns of behavior and interests, but also sensory sensitivity and social camouflaging. It is expected to be a useful tool for academic support in higher education as well as for assessment in clinical settings., Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese
• Autistic Burnout のリスク要因についての文献研究 : 過剰適応とその関連概念に着目して—（和訳）Autistic Burnout のリスク要因についての文献研究 : 過剰適応とその関連概念に着目して
  柴田 珠里; 千田 若菜; 三田地 昭典; 岡田 智, 子ども発達臨床研究, 22, 119, 126, 20 Jun. 2025
  過剰適応とは，内的適応を犠牲にして環境要求に過度に従う現象であり，強い心理的ストレスを引き起こす要因とされる。わが国では自閉症の就労者におけるメンタルヘルス問題のリスク要因として以前から知られている。職場適応の過程で，本人の限度を超えた多大な努力を強いられることで，重篤な精神的問題につながる可能性がある。近年わが国の研究では，過剰適応の結果とautistic burnout の類似性が注目されている。一方，英語圏では過剰適応の概念は取り上げられることはなく，社会文化的背景からこれ以外の類似概念が使われている可能性が高い。本稿では，過剰適応と英語圏の関連概念（完璧主義，カモフラージュ，適応モーフィングなど）を比較し，autistic burnout に至るリスク要因を探った。また，「視点の断絶」と呼ばれる現象も浮き彫りにすることで，就労支援における支援者の理解や配慮のあり方について議論した。, 北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese
• Risk Factors for Autistic Burnout : A Literature Review of Over-adaptation and Other Related Psychological Constructs
  Shibata Juri; Chida Wakana; Mitachi Akinori; Okada Satoshi, The Annual Report of Research and Clinical Center for Child Development, 22, 13, 22, Jun. 2025, [Last author, Corresponding author]
  Over-adaptation, characterized by excessive conformity to environmental demands at the expense of internal needs, is associated with psychological stress and maladjustment. In Japan, it is identified as a risk factor for mental health issues in autistic workers, who often engage in significant effort to adapt despite challenges in interpersonal interactions and social communication. This tendency can lead to mental health problems and diminished quality of life. Recent studies focused on the similarity between the outcomes of over-adaptation and autistic burnout, which manifests as exhaustion, skill loss, and heightened sensory sensitivity. Japanese research literature posits that over-adaptation may contribute to autistic burnout in workplace. However, there is limited English-language research on this connection, possibly reflecting cultural and societal disparities in terminology used to express the conditions of overadaptation. This review examines Japanese research literature on over-adaptation among autistic workers, compares it to related constructs such as perfectionism, camouflaging, and adaptive morphing in Englishlanguage research, and investigates the underlying factors and mechanisms. By conducting this comparative analysis, this article seeks to enhance understanding and provide insights into mitigating the impact of over-adaptation and other related constructs contributing to autistic burnout, ultimately aiming to improve the quality of life for autistic workers., Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, English
• Understanding the Relationship Between Cognitive Development and Socio-Emotional Development Through Developmental Assessments
  satoshi okada, 教育と医学, 73, 5, 18, 24, Sep. 2024, [Lead author, Last author]
  Japanese, Introduction other
• 幼稚園教諭の要支援度評価と幼児の実行機能の関係—The Relationship between Young Children's Executive Functions and Special Needs based on Japanese Kindergarten Teachers' Evaluation
  鳥居 深雪; 岡田 智, 研究紀要 / [関西国際大学] [編], 24, 117, 124, Mar. 2023
  関西国際大学, Japanese
• Over-adaptation and camouflage in autism spectrum disorder
  Chida Wakana; Okada Satoshi, 子ども発達臨床研究, 15, 57, 66, 25 Mar. 2021
  A literature review was conducted on over-adaptation in individuals with autism spectrum disorder (ASD) in Japan, in order to study the clinical implications of preventing mental health problems. Over-adaptation is considered to be a concept peculiar to Japan, along with related issues like perfectionism, burnout, and camouflage, which impact mental health in individuals with ASD. Camouflage, in particular, has been the focus in recent research on ASD, and useful findings have been reported through empirical research. Both over-adaptation and camouflage occur in social situations, and appear to be externally adapted in individuals with ASD. In addition, they commonly lead to negative consequences in these individuals. However, some symptoms and states reported as over-adaptation by Japanese clinicians cannot be explained by camouflage. In order to provide preventive support for maladaptation in individuals with ASD, the relationship between over-adaptation and related psychological traits needs to be investigated, and the over-adaptation process and associated factors should be identified., Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese
• Factor structure of the Japanese version of WISC-IV and WPPSI-III in the ASD group and clinical group : a multi-group confirmatory factor analysis
  Okada Satoshi; Ohtani Kazuhiro, Annual Report of Research and Clinical Center for Child Development, 15, 15, 1, 10, Mar. 2021, [Lead author, Corresponding author]
  Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese
• Situations of children attending in resource rooms in large city in Japan : relationship between WISC-Ⅳ profile, self-understanding, social skills
  Okada Satoshi; Okada Katsumi; Morimura Miwako; Nakamura Toshihide; Yamashita Koji; Katsurano Fumiyoshi, Annual Report of Research and Clinical Center for Child Development, 14, 23, 31, 2020, [Lead author]
  Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese
• Situation of Syrian Refugee Children in Turkey and the Challenges in Supporting Children with Intellectual Disabilities
  Obara Keigo; Okada Satoshi; Kagehira Yoshifumi; Yoshikawa Takefumi, Annual Report of Research and Clinical Center for Child Development, 14, 33, 47, 2020
  Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese
• 臨床サンプルの分析から (子ども臨床研究部門「臨床と研究のための交流会」活動報告) -- (第5回 臨床と研究ための交流会「アセスメント事例から研究を考える」)
  岡田 智, 子ども発達臨床研究 = Annual report of Research and Clinical Center for Child Development, 14, 140, 144, 2020
  北海道大学大学院教育学研究科附属子ども発達臨床研究センター, Japanese
• Intelligent testing with psychological assessment tools
  岡田 智, 臨床精神医学 = Japanese journal of clinical psychiatry, 48, 10, 1187, 1192, Oct. 2019
  アークメディア, Japanese
• S07-1. Wechsler検査でASD特性は把握できるのか:─PARSとWISCの統計分析を通して─
  岡田 智, 児童青年精神医学とその近接領域, 60, 1, 2, 6, 2019
  一般社団法人 日本児童青年精神医学会, Japanese
• Two case studies of applying CHC and GAI interpretation models of WISC-Ⅳ
  Katsurano Fumiyoshi; Yamashita Koji; Ishizaki Kosuke; Okada Satoshi, Annual Report of Research and Clinical Center for Child Development, 13, 59, 68, 2019, [Corresponding author]
  Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese

  
  Download
• Case study of WPPSI-Ⅲ and test-taking behavior checklist : revised for preschool children
  Okada Satoshi; Katsurano Fumiyoshi; Yamashita Koji; Nanba Yuri, Annual Report of Research and Clinical Center for Child Development, 13, 13, 69, 80, 2019, [Lead author, Corresponding author]
  Research and Clinical Center for Child Development, Faculty of Education, Hokkaido University, Japanese

  
  Download
• SST(ソーシャルスキルトレーニング) (特集 LD(学習障害)を支援する)
  岡田 智, チャイルドヘルス, 21, 6, 432, 435, Jun. 2018
  診断と治療社, Japanese
• An Intervention for a Girl with Autism Spectrum Disorder : Using the Social Narrative Approach based on Cognitive Characteristics
  Tanabe Rie; Okada Satoshi, 子ども発達臨床研究 = Annual report of Research and Clinical Center for Child Development, 11, 63, 76, 2018, [Corresponding author]
  北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese
• Factor structures of Japanese version of WISC-4 and cognitive profiles of children with autism spectrum disorder.: Investigation of ASD subtypes based on Cattel-Horn-Carol theory factors.
  Satoshi Okada, 39th Annual Conference of the International School Psychology Association.pp 223., 21 Jul. 2017
  English, Summary national conference

  
  Published
• Investigating the reliability and validity on the Test-Taking Behavior Checklist of the Japanese version of WISC-IV
  Tanabe Rie; Okada Satoshi; Iiri Chieko; Tuji Yoshihito; Torii Miyuki, 子ども発達臨床研究 = Annual report of Research and Clinical Center for Child Development, 9, 57, 61, 2017
  本研究では、先行研究で作成した検査行動チェックリスト（Test-Taking Behavior Checklist：以下TBC）の尺度構成を検討した。結果として、下位尺度「意欲・協力的態度」「知的理解・言語理解」「不注意・衝動性」「社会性の困難」「情緒の問題」の信頼性及び妥当性が確認された。加えて、検査場面内の行動評定であるTBC「不注意・衝動性」「社会性の困難」と、日常場面の行動評定である「ADHD 評価スケール」「PARS」との間に中程度の相関が示された。このことから、検査場面内の行動観察でADHDやASD の特性を一定程度把握することが可能であると示された一方、検査場面内の情報だけで測定値を解釈することは避け、生態学的観点を含む総合的な検査解釈を行うべきであることが再確認された。, 北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese
• A Practical Activity of Formative Art to Children with Autism Spectrum Disorder : From Small and Local to Dynamic, and From Perseveration to Creation
  Yasuda Satoru; Okada Satoshi; Kazama Haruka, Annual report of Research and Clinical Center for Child Development, 9, 9, 63, 79, 2017
  筆者らは、2008年から2011年まで「造形と遊びのサマースクール」を自閉症スペクトラム障害（ASD）のある子どもたちに実施し、社会性や想像性、微細運動、こだわりやすさなどの困難がある子どもでも楽しめ、個の持ち味が存分に発揮でき、さらに共同性と創造性を持てる活動について検討してきた。造形プログラムは、ASD の障害特性に応じた配慮を織り交ぜながら、造形活動を個やペアから小グループ、そして全体活動での表現といった流れで展開してきた。つまり、〝ちまちま"から〝ダイナミック"へと活動が展開されるように意図したものである。2016年度には５年ぶりに造形活動の実践を北海道大学教育学研究院附属子ども発達臨床研究センターで実施することになった。本稿は、第５回目となる造形と遊びのサマースクールの試みを報告したものである。, 北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese
• ソーシャルスキルトレーニング実践のツボ(第4回・最終回)自己理解を深めるための「自分研究所」の実践から
  岡田 智; 森村 美和子, LD, ADHD & ASD : 学習障害・注意欠陥/多動性障害・自閉症スペクトラム障害, 14, 1, 60, 63, Jan. 2016
  明治図書出版, Japanese
• To Investigate the relationship between the Japanese Version of DN-CAS and WISC-Ⅲ in Children with Autism Spectrum Disorder
  Satoshi Okada, The annual report of research and clinical center for child development, 8, 13, 20, 2016, [Lead author]
  日本版Das-Naglieri Cognitive Assessment System（以下DN-CAS）は、プランニング、注意、同時処理、継次処理の４つのPASS 尺度からなる認知検査である。本研究では、自閉症スペクトラム障害（ASD）の子どものPASS 尺度の臨床解釈の手がかりを得ることを目的に、ASD のある57名の児童にDN-CAS を実施し、Wechsler Intelligence scale for Children Third Edition（以下WISC-III）との関連の検討を行った。相関分析及びパス解析の結果、ASD の子どもにおいては「プランニング」「注意」がWISC-IIIの「処理速度」「注意記憶」と関連があることが示された。PASS 尺度及び下位検査プロフィールの解釈の際には、ASD 特性の観点を踏まえた下位検査中の課題解決方略の質的分析など、行動観察情報が重要な意味を持つことが示唆された。We analyzed statistically the relationship with the Japanese version of Das-Naglieri Cognitive Assessment System (DN-CAS) and Wechsler Intelligence scale for Children Third Edition (WISC-III) of 57 children with autism spectrum disorder (ASD). PASS Scores of DN-CAS (Planning, Attention, Simultaneous processes, and Successive processes)were related to the index scores of Processing Speed and Freedom from Distractibility of WISC-III. We discussed the interpretation of PASS score from the aspect of ASD cognitive trait. It is important to observe the behavior including adaptation of strategy from the viewpoint of ASD traits in order to apply DN-CAS to children with ASD., 北海道大学教育学研究院附属子ども発達臨床研究センター, Japanese
• ソーシャルスキルトレーニング実践のツボ(第3回)「子どもの行動が変わる」ということ : 一票,そりゃナイッスゲームの実践から
  岡田 智; 中村 敏秀, LD, ADHD & ASD : 学習障害・注意欠陥/多動性障害・自閉症スペクトラム障害, 13, 4, 56, 59, Oct. 2015
  明治図書出版, Japanese
• ソーシャルスキルトレーニング実践のツボ(第2回)「暗黙のルール」を指導する
  岡田 智; 田邊 李江, LD, ADHD & ASD : 学習障害・注意欠陥/多動性障害・自閉症スペクトラム障害, 13, 3, 58, 61, Jul. 2015
  明治図書出版, Japanese
• ソーシャルスキルトレーニング実践のツボ(第1回)子ども・保護者・担任のそれぞれの願いを出発点に
  岡田 智; 山下 公司, LD, ADHD & ASD : 学習障害・注意欠陥/多動性障害・自閉症スペクトラム障害, 13, 2, 60, 63, Apr. 2015
  明治図書出版, Japanese
• PE065 WISC-IVにおける検査行動のアセスメント : 事例研究によるその意義と課題の検討(臨床,ポスター発表E)
  岡田 智; 田邊 李江; 小林 玄, 日本教育心理学会総会発表論文集, 57, 0, 488, 488, 2015
  一般社団法人 日本教育心理学会, Japanese
• The Clinical Utility and Practical Problems of Test Behavior Assessment of Japanese version of WISC-IV : Development of the Checklist and Two Case Studies
  Okada Satoshi; Tanabe Rie; Iiri Chieko; Kobayashi Shizuka; Torii Miyuki, Annual report of Research and Clinical Center for Child Development, 7, 7, 23, 35, 2015, [Lead author]
  本研究では、WISC-IVの解釈にかかわる実践的課題を概観し、検査の測定値の解釈を裏付けるため、そして、検査の測定値にあらわれない特性や状態を把握するための検査行動のアセスメントの構築が必要であることを示した。これまで作成されたアセスメントツールを参考にしつつ、さらに、発達障害の特性の把握の視点も新たに取り入れ、検査行動チェックリストを作成した。事例研究では、２事例のみであったので一般化することには限界があるが、検査行動アセスメントの臨床的有用性について確認ができた。しかし、検査行動チェックリストを臨床適用するためには、その尺度自体の精度について検討する必要がある。今後の課題として、臨床的有用性を重要な観点としつつ、「セッション内妥当性」「セッション外妥当性」を検証していくことが挙げられた。, 北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese
• WISC-IV profiles in autism spectrum disorders with and without attention-deficit/hyperactivity disorder
  Iiri Chieko; Okada Satoshi, Annual report of Research and Clinical Center for Child Development, 5, 5, 31, 34, 2014
  2011年に国際的に最も頻繁に活用されている心理検査であるWISCの第４版（以下WISC-IV）が出版された。本稿では、自閉症スペクトラム障害（Autism Spectrum Disorders：以下ASD）のWISC-IVプロフィールをADHDの重複の有無に焦点を当てて検討した。結果、本研究では従来報告されていたものとは異なるプロフィールが得られた。データ収集の際のASD判断基準の曖昧さなどいくつか課題も見られ、今後追って検討していくことが必要であった。また、ASDをはじめとする発達障害のある子どもを理解するためには、検査における各臨床群に特徴的な認知プロフィールとともに、日常場面や検査場面での行動観察や聞き取り等、質的なアセスメントも含めて幅広い観点から捉えること、WISC-IVの解釈システムの構築が必要であることが議論された。, 北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese
• 自閉症スペクトラム障害の児童への造形活動の実践(4)表現と集団活動を促す造形と遊びのサマースクール
  安田 悟; 岡田 智, 共立女子大学・共立女子短期大学総合文化研究所紀要 = Bulletin of Center for Interdisciplinary Studies of Science and Culture, Kyoritsu Women's University & Junior College, 19, 73, 88, 2013
  [共立女子大学・共立女子短期大学総合文化研究所], Japanese
• ソーシャルスキルトレーニング (ADHDの理解と援助) -- (治療および指導)
  岡田 智, 別冊発達, 31, 141, 147, Aug. 2011
  ミネルヴァ書房, Japanese
• An attitude of first to fourth grade students at the university of newly established department of child studies (4) Compare their interests in the lectures, their images of children, and pre-school-teacher-efficacys
  Satoshi Okada; Kyoji Oshima; Fumiko Yabuki; Satoru Yasuda; Reiko Irie; Masako Kawakami; Miwa Adachi; Noriko Kawahara; Yasuko Murakami; Toshio Ohara; Yasuko Muto, 共立女子大学家政学部紀要, 57, 101, 108, Jan. 2011
  共立女子大学, Japanese
• Development of an assessment sheet for evaluating special education needs in the classroom: standardization of the checklist
  Satoshi Okada; Masahisa Ueyama; Katsumi Okada, 共立女子大学家政学部紀要, 57, 57, 109, 117, Jan. 2011
  共立女子大学, Japanese
• An attitude of university freshmen and sophomore studying at the newly established department of child studies (3) Compare their interest in the lectures, their image of children, and pre-school-teacher-efficacy between first to third grade
  Toshio Ohara; Kyoji Oshima; Fumiko Yabuki; Satoru Yasuda; Reiko Irie; Masako Kawakami; Miwa Adachi; Satoshi Okada; Noriko Kawahara; Yasuko Murakami; Yoko Kada; Aiko Maruta; Kaoru Yamada; Tomoko Hiraide; Yasuko Muto, 共立女子大学家政学部紀要, 56, 65, 73, Jan. 2010
  共立女子大学, Japanese
• Construction of an emotional state checklist for children: applying to children with pervasive developmental disorders and exploring reliability and validity
  Satoshi Okada; Natsue Okunuki; Katsumi Okada, 共立女子大学家政学部紀要, 56, 59, 64, Jan. 2010
  共立女子大学, Japanese
• A practical activity of formative art for children with pervasive developmental disorders: the formative programs promoting expression and collaboration
  安田 悟; 岡田 智; 山田 薫, 共立女子大学家政学部紀要, 55, 121, 132, Jan. 2009
  共立女子大学, Japanese
• Social skills training based on cognitive-behavioral approach for children with Asperger syndrome: promote social cognitive ability and self control skills
  岡田 智, 共立女子大学家政学部紀要, 55, 95, 105, Jan. 2009
  共立女子大学, Japanese
• Exploration for programs of emotional cognition for children with pervasive developmental disorders: emotional cognition scale and case study of SST program
  岡田 智; 奥貫 奈津恵; 岡田 克己, 研究助成論文集, 44, 31, 39, 2008
  明治安田こころの健康財団, Japanese
• アスペルガー症候群のある児童・生徒への社会的認知課題の開発と検討
  岡田 智; 水野 薫; 後藤 大士, 研究助成論文集, 40, 1, 7, 2004
  明治安田こころの健康財団, Japanese

• 特別支援教育をサポートするソーシャルスキルトレーニング(SST)実践教材集【ダウンロード版】
  岡田, 智; 中村, 敏秀; 森村, 美和子; 岡田, 克己; 山下, 公司; 上野, 一彦
  ナツメ社, Jul. 2025, 9784816377440, 175p, Japanese, [Editor]
• Social Skills Intervention for Preschool and Primary School Children with Developmental Disabilities: Assessment and Group Activities
  Satoshi Okada; Hiroe Aika; Satoru Yasuda, editor, author
  Meijitosho, May 2021, [Editor]
• Chapter14 Developmental Disabilities and Assessment
  Satoshi Okada, Chapte14
  Minervashobo, May 2020, 9784623087044, vii, 222p, Japanese, [Single work]
• 子どもの発達が気になったらはじめに読む発達心理・発達相談の本
  加藤, 弘通; 岡田, 智
  ナツメ社, 2019, 9784816366703, 190p, Japanese
• SST
  Satoshi Okada, 編著
  ナツメ社, Apr. 2016, [Editor]
• CD-ROM付き特別支援教育をサポートするソーシャルスキルトレーニング（SST）実践教材集
  岡田智
  ナツメ社, 2014, [Editor]
• 図解よくわかるソーシャルスキルトレーニング(SST)実例集 : 特別支援教育をサポートする
  岡田, 智; 森村, 美和子; 中村, 敏秀; 上野, 一彦
  ナツメ社, 2012, 9784816352775, 167p, Japanese
• 特別支援教育の理論と実践 Ⅰ概論・アセスメント
  岡田智, B-5 アセスメントの総合的解釈 ｐ165-190執筆
  金剛出版, 2012, [Contributor]
• 発達障害における精神科的な問題 : 境界知能から最重度知的障害の91ケースを通して
  横田, 圭司; 千田, 若菜; 岡田, 智
  日本文化科学社, Nov. 2011, 9784821073566, xii, 210p, Japanese
• 自閉症スペクトラム障害の社会的認知と行動 : 障害特性に特化したSSTの実際
  水野, 薫; 岡田, 智
  日本文化科学社, Oct. 2011, 9784821073559, vi, 162p, Japanese
• 自閉症スペクトラム入門 : 脳・心理から教育・治療までの最新知識
  Baron-Cohen, Simon; 水野, 薫; 鳥居, 深雪; 岡田, 智
  中央法規出版, 2011, 9784805835234, ix, 177p, Japanese
• 特別支援教育ソーシャルスキル実践集 : 支援の具体策93
  岡田, 智; 三浦, 勝夫; 渡辺, 圭太郎; 伊藤, 久美; 上山, 雅久
  明治図書出版, 2009, 9784180849246, 143p, Japanese
• 発達支援 : ゆたかな保育実践にむけて
  武藤, 安子; 上原, 貴夫; 岩城, 衆子; 岡田, 智; 瑞穂, 優; 矢吹, 芙美子
  ななみ書房, Oct. 2007, 9784903355108, 161p, Japanese
• 特別支援教育実践ソーシャルスキルマニュアル
  上野, 一彦; 岡田, 智
  明治図書出版, 2006, 9784180635368, 152p, Japanese
• 行動・対人関係の困難への支援
  医学映像教育センター; 上野, 一彦; 岡田, 智
  医学映像教育センター, 9784862433282, ビデオディスク1枚 (42分), Japanese

• 障害・臨床心理学調査実験Ⅰ, 2024年, 修士課程, 教．学院
• 心理実践実習Ⅰ, 2024年, 修士課程, 教育学院
• 障害・臨床心理学調査実験Ⅱ, 2024年, 修士課程, 教．学院
• 心理臨床特論, 2024年, 修士課程, 教育学院
• 障害・臨床心理学調査実験Ⅲ, 2024年, 修士課程, 教．学院
• 心理臨床特論, 2024年, 修士課程, 教育学院
• 障害・臨床心理学調査実験Ⅳ, 2024年, 修士課程, 教．学院
• 心理臨床特論, 2024年, 修士課程, 教育学院
• 臨床心理査定演習Ⅰ, 2024年, 修士課程, 教育学院
• 障害・臨床心理学研究総合講義, 2024年, 修士課程, 教育学院
• 心理実践実習Ⅲ, 2024年, 修士課程, 教育学院
• 心理実践実習Ⅰ, 2024年, 修士課程, 教育学院
• 心理実践実習Ⅱ, 2024年, 修士課程, 教育学院
• 臨床心理実習Ⅰ, 2024年, 修士課程, 教育学院
• 臨床心理実習Ⅱ, 2024年, 修士課程, 教育学院
• 心理実践実習Ⅱ, 2024年, 修士課程, 教育学院
• 特別な教育的ニーズへの理解と対応, 2024年, 学士課程, 教育学部
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• How Much Can an App Reduce Bullying? A Proposal for a Three-Year Bullying Intervention in Junior High School
  Grants-in-Aid for Scientific Research
  01 Apr. 2026 - 31 Mar. 2031
  加藤 弘通; 舒 悦; 岡田 智
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Hokkaido University, 26K06590
• evidence- based comprehensive assessment system for developmental disabilities
  Grants-in-Aid for Scientific Research
  2022 - 2024
  岡田 智
  Japan Society for the Promotion of Science, Fund for the Promotion of Joint International Research (Fostering Joint International Research (A)), Hokkaido University, 21KK0227
• Development of intelligent test interpretation system added with influence factors of characteristics of developmental disabilities
  Grants-in-Aid for Scientific Research
  01 Apr. 2018 - 31 Mar. 2022
  Okada Satoshi
  The interpretation of Wechsler intelligence scales has been systematized on the basis of factor analysis studies and intelligence theories. However, researches on the reliability and validity of measurements and researches of interpretation systems is a few and limited. In this project, we examined the reliability of index scores and subtest scores, which can serve as a basis for treatment, guidance, and support for children with developmental disabilities, and the relationship between difficulties related to developmentally disabled characteristics in daily life, test-taking behaviors during administration of intelligence test. Then, we developed the interpretation guideline of intelligence test and developmental disabled traits.
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 18H01087
• The relationship between the decline of self-esteem and internalized / externalized problems in puberty
  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
  01 Apr. 2017 - 31 Mar. 2022
  加藤 弘通; 岡田 智; 太田 正義; 大谷 和大; 大久保 智生; 稲垣 勉; 弓削 洋子
  本研究の目的は、思春期における自尊感情の低下を引き起こす諸要因を明らかにするとともに、問題行動との関連性を明らかにすることである。
  そのため平成30年度も前年度に引き続き、２中学校区の小学校２校、中学校２校、計約1400名を対象に7月と2月に2回の調査を行った。この時点でA中学校区では10時点、B中学校区では6時点の縦断データを収集したことになり、当初の計画通りに調査は進んでいる。現在は２月に行った調査データを整理し、各小中学校にフィードバックするための報告書を作成・報告しているところである。
  また現時点で収集されている予備調査を含めたデータを用いて、ヨーロッパ青年心理学会と日本教育心理学会、日本発達心理学会ではいじめといった外在的問題行動との関連性について発表した。このように国内外の学会で報告することで、多様な観点からのコメントを得ることができた。
  さらに内在的問題行動については、学校享受感と欠席行動について論文にまとめ、「中学生の学年意向における学校享受感と欠席行動の関連」というタイトルで、代表者の所属する機関の研究紀要に投稿した。
  以上のプロセスを通して、昨年と同様にではあるが、思春期の自尊感情の低下要因として、思考の発達が関連していること、また問題行動との関連性としては、いじめおよび不登校との関連する可能性があることが示唆された。特に中学校１年１前期から後期にかけての学校適応に自尊感情が関連していることも今年度の調査から明らかになった。
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 17H02639
• The developmental coupling in different-age group : interdisciplinary communication over the concept of human development
  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
  01 Apr. 2015 - 31 Mar. 2019
  KAWATA Manabu; YOSHIDA Yukuo; IEMURA Tadato; AZUMA Shigemitsu; NAKAGAWA Eri; TACHIBANA Shinjiro; MAEBA Yuhei; SHINOHARA Takeshi; SHIBAKAWA Akiko; KOBAYASHI Mayumi; HAMAGUCHI Yuka; Fujii Natsuko; ISHIGAMI Chigusa
  This study attempts to expand the concept of "development", from the perspective of "different age group coupling" by analyzing characteristics of relationships between individuals, formed within practices such as child care, child rearing, school education, Ibasho (local settlement), camping activities for children and young people with developmental disabilities, etc.
  Our findings reveal that a distinctive pattern of events, such as developmental differences in participants are mutually supported. In addition, attachment of meaning to one’s language and behavior that occurs in general situations, the cyclical relation between support provider and recipient of support, the development of new values through the problem-solving process of impromptu situations, etc., emerges within the activities involving individuals of different age groups and generations.
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, 15H03105
• Validity and clinical utility of japanese version of WISC-4 for Developmental disabilities.
  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
  01 Apr. 2013 - 31 Mar. 2016
  OKADA Satoshi; KOBAYASHI Shizuka; TSUJI Yoshihito; TORII Miyuki; IIRI Chieko; TANABE RIE
  The aim of the present study is to develop the interpretation system of Japanese version of WISC-Ⅳ. We collected the data of WISC-Ⅳ, test taking behaviors, and ecological information of developmental disabilities traits. In this study we cannot conclude that the WISC-Ⅳ scores do not reflect ASD/ADHD traits. For example, the working memory index did not relate to the score of inattention. In addition, when we interpret the scores of WISC-Ⅳ, it is important to collect variety of information of test taking behaviors, ecological data on ASD/ADHD traits, or referring to the CHC model.
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Hokkaido University, 25380914
• Weak Central Coherence and Executive Function in children with Autism Spectrum Disorder
  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
  2010 - 2012
  TORII Miyuki; SUGITA Kastuo; SHIMOYAMA Ichirou; OKADA Satoshi; HIGASHIHARA Fumiko
  1. Weak Central Coherence and Executive Function in children with Autism Spectrum Disorder We investigated both behavioral and neurological aspects of weak central coherence (WCC) in situations similar to those encountered during everyday life. To investigate WCC in situations similar to everyday life, we used large 9 pictures (W80 × H64 cm). Participants were 13 children with ASD and15 typically developing (TD) children. Participantsexplained about each picture. We analyzed verbal responses and also used near-infrared spectroscopy (NIRS) to assess brain activation in the lateral prefrontal cortex (PFC) as the participant explained the picture. ASD children showed lower activation of the right lateral PFC than TD children, while also failing to recognize semantic coherence, suggesting that weak coherence is related to right lateral PFC functioning.
  2. The Executive Function Strategy Education Program (ESEP) andthe Central Coherence Strategy Education Program (CSEP) for Children with Autism Spectrum Disorder We made the Executive Function Strategy Education Program (ESEP) to train executive function in children with ASD, and the Central Coherence Strategy Education Program (CSEP) to train central coherence in children with ASD. We used the ESEP to train 7 ASD children (ESEP group), and used the CSEP to train 9 ASD children (CSEP group). The effect of the program was measured by DN-CAS (Das-Naglieri Cognitive Assessment System). In ESEP group, the scores of “Simultaneous” and “Planning” were higher than before the training, but the score of “Attention” and “Successive” were not significant. In CSEP group, the score of “Planning” was higher than before the training. In both group, full scoreswere significantly increased.
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), 22500244
• Validity of test-retest interval on the Japanese version of WISC-III
  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
  2008 - 2010
  OKADA Satoshi; TORII Miyuki
  研究成果の概要(英文):Practice effect and stability of Japanese version of WISC-IIIwere investigated with students with Developmental Disabilities. In a test-retest interval group within 12 mounts (N=27), significant increases in all IQ score and index score were found ranged from 7.5 to 10.2 points from first to second testing. In ranged from 12 to 23 months (N=71), performance IQ(PIQ) and Full scale IQ(FIQ) were increased from 4.0 to 5.0 point significantly, but verbal IQ(VIQ) wasn't changed significantly. In ranged from 24 to 35 months (N=39), all IQ and index score weren't changed significantly. There were also significant correlations between increases of all IQ score, index score and test-retest interval. Factor structure of DN-CAS and correlations between WISC-III and DN-CAS index scores were investigated with Pervasive Developmental Disorders. The indications for assessment information in tests battery were found by those results.
  Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Fukushima University, 20530620
• Assessment of comprehensive vocabulary and development of teachinmethod for children with mild developmental disabilities
  Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B)
  2007 - 2008
  NAGOSHI Naoko; AZUMI Yuko; USAMI Satoshi; UCHIDA Hrumi; OMIKA Ryo; OKADA Satoshi; KAIZU Akiko; KANDA Satoshi; KIKUCHI Keiko; KIMURA Noriaki; KONUKI Satoru; KOBAYASHI Aeko; HIGUCHI Fumiko; HONDA Natsuyo
  PVT-R絵画語い発達検査は理解語彙力を測定する検査であるが、知能や学力との関連が強く、検査中の行動支援や判断の裏付けとなることが示された。事例研究では、子どもの特性を理解し、学習や生活全般への支援方法を考える上でPVT-Rが役立つことを明らかにした。簡便さとそれゆえの限界を熟知すれば、小学校に在籍する発達障害など配慮を要する子どものための初期アセスメントとしてPVT-Rは有用である。
  Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), Saitama University, 19730401