OMORI, Mikimasa

写真a

Affiliation

Faculty of Human Sciences, School of Human Sciences

Job title

Associate Professor

Concurrent Post 【 display / non-display

  • Faculty of Human Sciences   School of Human Sciences (Online Degree Program)

  • Faculty of Human Sciences   Graduate School of Human Sciences

Education 【 display / non-display

  • 2011.04
    -
    2014.03

    Keio University   Graduate School of Human Relations  

  • 2009.04
    -
    2011.03

    Keio University   Graduate School of Human Relations  

  • 2005.04
    -
    2009.03

    Keio University  

  • 2001.04
    -
    2004.03

    東京都立日比谷高等学校  

Research Experience 【 display / non-display

  • 2020.04
    -
    Now

    Waseda University   Faculty of Human Sciences

  • 2016.04
    -
    2020.03

    Showa Women's University   Department of Psychology, Faculty of Humanities and Social Sciences

 

Papers 【 display / non-display

  • Applied Machine Learning Method to Predict Children With ADHD Using Prefrontal Cortex Activity: A Multicenter Study in Japan

    Akira Yasumura, Mikimasa Omori, Ayako Fukuda, Junichi Takahashi, Yukiko Yasumura, Eiji Nakagawa, Toshihide Koike, Yushiro Yamashita, Tasuku Miyajima, Tatsuya Koeda, Masao Aihara, Hisateru Tachimori, Masumi Inagaki

    Journal of Attention Disorders   24 ( 14 ) 2012 - 2020  2020.12  [Refereed]  [International journal]

     View Summary

    Objective: To establish valid, objective biomarkers for ADHD using machine learning. Method: Machine learning was used to predict disorder severity from new brain function data, using a support vector machine (SVM). A multicenter approach was used to collect data for machine learning training, including behavioral and physiological indicators, age, and reverse Stroop task (RST) data from 108 children with ADHD and 108 typically developing (TD) children. Near-infrared spectroscopy (NIRS) was used to quantify change in prefrontal cortex oxygenated hemoglobin during RST. Verification data were from 62 children with ADHD and 37 TD children from six facilities in Japan. Results: The SVM general performance results showed sensitivity of 88.71%, specificity of 83.78%, and an overall discrimination rate of 86.25%. Conclusion: A SVM using an objective index from RST may be useful as an auxiliary biomarker for diagnosis for children with ADHD.

    DOI PubMed

  • Association of inattention with slow-spindle density in sleep EEG of children with attention deficit-hyperactivity disorder

    Yoshihiko Saito, Yoshimi Kaga, Eiji Nakagawa, Mariko Okubo, Kosuke Kohashi, Mikimasa Omori, A. Fukuda, Masumi Inagaki

    Brain and Development   41 ( 9 ) 751 - 759  2019.10  [Refereed]  [International journal]

     View Summary

    © 2019 The Japanese Society of Child Neurology Objective: We evaluated the power of slow sleep spindles during sleep stage 2 to clarify their relationship with executive function, especially with attention, in children with attention deficit-hyperactivity disorder (ADHD). Methods: Subjects were 21 children with ADHD and 18 aged-matched, typically developing children (TDC). ADHD subjects were divided into groups of only ADHD and ADHD + autism spectrum disorder (ASD). We employed the Continuous Performance Test (CPT) to measure attention. We focused on sleep spindle frequencies (12–14 Hz) in sleep stage 2 and performed a power spectral analysis using fast Fourier transform techniques and compared sleep spindles with the variability of reaction time in CPT. Results: In the CPT, reaction variabilities in ADHD and ADHD + ASD significantly differed from those in TDC. Twelve-hertz spindles were mainly distributed in the frontal pole and frontal area and 14-Hz spindles in the central area. The ratio of 12-Hz frontal spindle power was higher in ADHD than in TDC, especially in ADHD + ASD. Significant correlation between the ratio of 12-Hz spindles and reaction time variability was observed. Conclusions: Twelve-hertz frontal spindle EEG activity may have positive associations with sustained attention function. Slow frontal spindles may be useful as a biomarker of inattention in children with ADHD.

    DOI PubMed

  • Age-related differences in frontal lobe function in children with ADHD

    Akira Yasumura, Mikimasa Omori, Ayako Fukuda, Junichi Takahashi, Yukiko Yasumura, Eiji Nakagawa, Toshihide Koike, Yushiro Yamashita, Tasuku Miyajima, Tatsuya Koeda, Masao Aihara, Masumi Inagaki

    Brain and Development   41 ( 7 ) 577 - 586  2019.08  [Refereed]  [International journal]

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    © 2019 The Japanese Society of Child Neurology Background: The neural correlates of executive function disorders are thought to be predominantly localized within the prefrontal cortex (PFC). However, no study to date has investigated changes in this system across different age groups in children with attention deficit hyperactivity disorder (ADHD). Thus, this study aimed to explore changes in PFC function in children with ADHD. Methods: Study participants included typically developing (TD) children (n = 140) and children with ADHD (n = 67) of primary school age. Behavioral executive functions and their neural basis were evaluated between the TD children and children with ADHD and also across different age periods (younger and older children). To examine executive function, inhibitory control was assessed using the reverse Stroop task, and PFC near-infrared spectroscopic measurements were used to investigate the neural mechanisms involved. Results: Both ADHD symptoms and the ability to inhibit color interference improved with age. Compared to TD children, children with ADHD demonstrated decreased activation of the right and middle PFC across all age groups. Interestingly, the left PFC appeared to play a compensatory role. Conclusion: Children with ADHD exhibited changes in PFC function that varied with age. Longitudinal studies are required to assess the potential of using PFC function as an early biomarker of ADHD.

    DOI PubMed

  • 学習支援における行動の計測と制御: 応用行動分析における工学的手法の応用

    大森幹真

    計測と制御   58 ( 6 ) 415 - 418  2019.06  [Refereed]

  • Modeling Training of Child's Echoic Conversational Response for Students with Autism Spectrum Disorder: To Be a Good Listener.

    Natsumi Ishikawa, Mikimasa Omori, Jun-Ichi Yamamoto

    Behavior analysis in practice   12 ( 1 ) 1 - 11  2019.03  [Refereed]  [International journal]

    Authorship:Corresponding author

     View Summary

    Students with autism spectrum disorder (ASD) often have difficulties in responding to conversation with verbal language. These students often repeat what they hear, and their echoic behavior has a potentially communicative function. We define the echoic behavior when an individual repeats a peer's topic word with appropriate prosody within 3 s as the child's echoic conversational response. In this study, we examined the acquisition of the child's echoic conversational response skills and whether these skills could provide and generalize natural conversation for 4 students with ASD. During the training, students were instructed to imitate the topic word that the experimenter had used in the latest conversation. Students learned the child's echoic conversational response skills and improved their conversation skills. They even showed a slight generalization for nontraining materials through trainings and improvements in responding with new verbal responses. These findings suggested that expanding speakers' repertoires for students with ASD might facilitate improvement of natural conversation skills.

    DOI PubMed

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Books and Other Publications 【 display / non-display

  • 実践障害児教育2013年8月号

    大森幹真(「読む」行動を支援するために必要な、 行動レパートリーの把握)

    学研教育出版  2013

  • Logic and Sensibility

    Shigeru Watanabe (Ed). Yamamoto Jun-ichi, Omori Mikimasa( Part: Contributor, Equivalence relations of reading, writing, comprehending and expressing in students with developmental disabilities)

    Keio University Press  2012 ISBN: 9784766419276

Misc 【 display / non-display

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Research Projects 【 display / non-display

  • 発達障がい児における学習・運動・神経基盤の変容過程解明による学習支援科学の構築

    若手研究

    Project Year :

    2018.04
    -
    2021.03
     

    大森 幹真

     View Summary

    本研究では定型発達児と発達障がい児を対象に,学習段階を連続的に捉えた移行促進的学習支援を行い,読み書き学習の獲得・段階の移行過程に付随した「読む」「書く」「見る」行動の変容を解明し,学習支援科学という融合領域を構築することを目的とした。2018年度の研究実施状況は以下の4点であった。
    ①書字中における視線パターンと行動特性の同定:大学生20名を視覚運動協応得点により2群化し,アイトラッカーを用いて両群の書字中の視線パターンの様子を検討した。その結果,高群の方が,視線逸脱回数が少なく,視写中の視線逸脱回数の多さが,児童・生徒の書き困難の早期発見につながる可能性を示した(大森, 2019)。②文章の読み理解向上に付随した視線パターンの変容:発達障がい児15名と定型発達児13名を対象に,2種類の繰り返し読み訓練を用いて文章の読み理解支援を行い,訓練前後の視線パターンを計測した。その結果,通常の繰り返し読み支援では発達障がい児15名の文章理解が促進されにくく,定型発達児13名とも異なった視線パターンの変容が見られたことを報告し,現在その成果を国際誌に投稿中である。③時系列的な刺激提示による読み書きの獲得:以前開発した刺激の空間的な位置関係を保持したまま,時系列的な刺激提示を行うことにより,1名の学習障がい児が単語の読み書きを獲得し,未訓練の単語学習へと般化が見られたことを明らかにし,第36回日本行動分析学会においてポスター発表を行った。現在は同条件と他の条件と学習効果を比較・検討中である。④結果の伝播と展開:第30回日本発達心理学会において,文字読みから文章理解までの連続的な支援を行うための自主シンポジウムを開催した。また,計測自動制御学会より論文の執筆依頼を受け,読みと視線パターンの関連を示した論文を投稿した。

  • Research of behavioral and neural mechanism assessments and supporting writing skills acquisition for overcoming the "Writing difficulty"

    Grant-in-Aid for Research Activity start-up

    Project Year :

    2016.08
    -
    2018.03
     

    Omori Mikimasa

     View Summary

    In this study, we first analyze the eye movement patterns and motor functioning during handwriting for students with developmental disabilities, and typically developing students and adults by using an eye-tracker. Our results showed that students with developmental disabilities showed longer fixation duration and greater number of fixation during copying task than motor coordination skill matched typically developing adults.
    We also examine whether observing or copying the segment by sequential stimulus presentation is effective for our participants to improve their writing skills and develop their eye movement patterns and motor functioning. Our results showed that students with writing difficulties acquired Kanji writing skills via observing sequentially presented parts of Kanji stimuli. In other copying task, students with developmental disabilities improved their percentages of fixated during sentence copying task through copying sequentially presented segments.

  • Development of a predicting system for children with ADHD

    Grant-in-Aid for Young Scientists (A)

    Project Year :

    2015.04
    -
    2018.03
     

    yasumura akira, INAGAKI Masumi, NAKAGAWA Eiji, YAMASHITA Yushiro, AIHARA Masao, MIYAJIMA Tasuku, OMORI Mikimasa, FUKUDA Ayako, TACHIMORI Hisateru, YASUMURA Yukiko

     View Summary

    The researchers devised a method to predict the severity of children with attention deficit / hyperactivity disorder (ADHD) among developmental disorders using brain function measurement, and have applied for international patent (US). Then, in order to search for ADHD biomarkers, the diagnostic prediction accuracy was examined by applying machine learning to behavior during inhibition task and frontal cerebral blood flow dynamics. As a result, accuracy of sensitivity 88.7%, specificity 83.8%, area under the receiver operation characteristic curve 0.90 was obtained. It was shown that the evaluation method of restraint task using machine learning has high utility as diagnostic aid for children with ADHD. Research results were published in international scientific journals.

  • Integrating reading-writing skills and social skills for school adaptation

    Grant-in-Aid for Scientific Research (B)

    Project Year :

    2014.04
    -
    2018.03
     

    Yamamoto Junichi, OMORI Takahide, Omori Mikimasa, ISHIKAWA Natsumi, ISHIZUKA Yuka, SEKINE Satoru

     View Summary

    We newly developed computer-based teaching programs for establishing reading-writing skills and social skills with stimulus-paring, video modeling and feedback in children with developmental disabilities. We integrated both of the programs into a comprehensive developmental support program with hierarchical structure and flowchart branch for preschool and school-aged children. We conducted the intervention at university laboratory and at home consecutively and evaluated the effect of the program. The results showed that the following intervention procedures using a computer-based teaching program were effective for the acquisition of skills; focusing on appropriate behaviors, maximizing learning opportunities, and providing intensive reinforcement. Application of the computer-based teaching program at home facilitated the generalization and maintenance. These results are discussed in terms of the provision in the community via internet for dissemination of developmental support.

  • 発達障がい児の学習スキルズ・社会スキルズ獲得のための融合的教育支援研究

    特別研究員奨励費

    Project Year :

    2014.04
    -
    2017.03
     

    大森 幹真

     View Summary

    1.学習スキルズと社会スキルズの相関関係についての検討:注意欠陥多動性症候群(ADHD)のある児童と自閉症スペクトラム障がい(ASD)児に対して,日常生活での行動問題に違いが見られるかを,行動問題チェックリスト(CBCL)を用いて検討し,CBCLの各得点と単語の読み能力や文章理解能力,非言語性知能,さらには認知的処理能力との間に相関関係が見られるかを検討した。その結果,両群ともに文章理解能力はあるが,それを社会スキルズにおける外在的・内在的な行動に移すことが困難であることを示唆した。また,ADHD児群において,異常脳波のある群とない群において,認知面・行動面で違いが見られるかを検討し,その成果を分析中である。さらには,ADHD児群とてんかん群において,注意の抑制機能に違いが見られるかを,近赤外分光法(NIRS)を用いて計測し,分析した。その結果,てんかん群の方が,認知的抑制がかかりにくいことを示唆した。
    2.学習に付随した神経基盤の変容の解明と学位取得・成果報告:以前開発した学習支援プログラムを再構成し,刺激の提示方法により学習効率が異なるかを検討することとした。まず漢字パーツや漢字全体を時系列に提示した際に,パーツごとを時系列に提示した方が5名の書字困難児にとって漢字書字につながりやすく,維持率が高いことを示した。また,文節単位による繰り返し読みを行うことで,発達障がい児の文章理解が向上しただけでなく,視線停留1回あたりの注視時間が長くなったことを明らかにした。これらの結果は,発達障がい児が文章全体で繰り返し読みをした場合や,定型発達児の結果とは異なる傾向を示し,発達障がい児が文章理解を向上させるためには,文章中から単語を視覚的に同定できるようになることが必要であったことを示唆した。

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Syllabus 【 display / non-display

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