[Adaptation to elementary school and the effect of rehabilitation approach in children with high-functioning pervasive developmental disorders].

Adaptation to elementary school was investigated in 32 children with high-functioning (IQ > or = 70) pervasive developmental disorders. Eight children who were diagnosed or supported before the entrance of elementary school adapted smoothly and enjoyed school life. However, the other 24 children had maladjusted problems in school;that is, 12 children refused to go to school or class (SR), and the other 12 children had behavioral problems (BP), such as violent behaviors or hyperkinesis. I tried to solve the problems through rehabilitation, in cooperation with occupational therapists and speech-language and hearing therapists. Ten of 12 children with SR could go to class and nine of 12 children with BP could resolve their behavioral problems after six months. It was important that parents and teachers could understand children's difficulties correctly and the condition of school environment. The lack of improvement in the remaining five children were due to severe autistic symptoms in three children and the refusal of family members to accept the child's disability in two.