Therapeutic treatment plan determination system

Abstract

To provide a therapeutic treatment plan determination system that enables more appropriate therapeutic treatment to be provided to those receiving support, taking their environment into consideration. [Solution] In a therapeutic care policy determination system having an information update unit 23 that receives a predetermined patient's examination information 300 and updates the patient's individual content information 210 by referring to corresponding content information 230, the information update unit 23 updates the patient's individual content information 210 by referring to non-normal content information 250 if the support mode corresponding to the received environmental information 500 is a non-normal support mode.

Description

Technical Field

[0001] The present invention relates to a system for determining rehabilitation policies.

Background Art

[0002] A support system for people with developmental disabilities has been proposed that aggregates various information about people with developmental disabilities and enables relevant parties to smoothly share such information while considering privacy (see, for example, Patent Document 1). In the support system for people with developmental disabilities of Patent Document 1, the support server receives inspection information about the supported person who is a person with developmental disabilities, and the supported person ID of the supported person and a plurality of types of inspection information about the supported person are stored in advance in association with each other, and authority information associating the supported person ID and the supporter ID of the supporter is also stored. When the support server receives a request for acquisition of inspection information, the support server transmits the inspection information to the requester on the condition that the requester of the inspection information has been granted access authority regarding the supported person who is the target of the inspection information.

[0003] Further, Patent Document 1 describes that a teaching material recommendation unit calculates the total points for teaching material content regarding the inspection information of a certain supported person and uses the total points as "recommended points". The teaching material recommendation unit selects teaching material content with a recommended point equal to or higher than a predetermined value as recommended content.

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] However, in the support system for individuals with developmental disabilities described in Patent Document 1, educational content is recommended based on the assessment information of the person being supported, and depending on the environment of the person being supported, the recommended educational content may be inappropriate.

[0006] This invention has been made in view of the above circumstances, and its purpose is to provide a therapeutic treatment policy determination system that can provide more appropriate therapeutic treatment to those receiving support, taking their environment into consideration. [Means for solving the problem]

[0007] To achieve the above objective, the present invention provides: A therapeutic treatment plan determination system that determines the therapeutic treatment plan for a person receiving support based on the results of a prescribed developmental test, An information holding unit that holds individual content information and individual support mode information set for each person being supported, A corresponding content storage unit stores corresponding content information that associates the test results of the aforementioned developmental test with predetermined therapeutic content. A support mode storage unit stores support mode information that associates environmental information about the environment of the person being supported with a predetermined support mode. The system includes an information update unit that, upon receiving the aforementioned examination information of a designated person to be supported, updates the aforementioned individual content information of that person to refer to the aforementioned corresponding content information, When the information update unit receives the environmental information, it refers to the support mode information and updates the individual support mode information of the person being supported. The aforementioned support modes include a normal support mode and an abnormal support mode. The corresponding content storage unit stores non-normal content information that associates the environmental information with predetermined therapeutic content for the non-normal support mode. The information update unit provides a therapeutic care policy determination system that updates the individual content information of the person being supported by referring to the non-normal content information when the support mode corresponding to the received environmental information is the non-normal support mode.

[0008] In the above-mentioned system for determining therapeutic treatment policies, the person receiving support may be a child.

[0009] In the above-described therapeutic treatment policy determination system, the environmental information may include information regarding the child's social environment.

[0010] In the above-described therapeutic treatment policy determination system, the environmental information may include information regarding the cognitive state of the child's guardian.

[0011] The therapeutic treatment policy determination system according to claim 2, wherein the environmental information may include information regarding the economic situation of the child.

[0012] The above-described therapeutic treatment policy decision system may include an environmental information generation unit that generates the environmental information based on the responses to the questionnaire regarding the child's environment. [Effects of the Invention]

[0013] According to the present invention, it is possible to provide more appropriate therapeutic care to those receiving support, taking their environment into consideration. [Brief explanation of the drawing]

[0014] [Figure 1] This is a schematic block diagram of a therapeutic treatment policy decision system, illustrating one embodiment of the present invention. [Figure 2] This is a control block diagram of the therapeutic treatment plan decision-making system. [Figure 3] This is a data structure diagram of the inspection information. [Figure 4] This is a data structure diagram of the unanswered survey data. [Figure 5] This is a data structure diagram of the response data. [Figure 6] It is a data configuration diagram of environmental information. [Figure 7] It is a flowchart showing the operation of the medical treatment policy determination system.

Embodiments for Carrying Out the Invention

[0015] FIG. 1 is a schematic configuration block diagram of a medical treatment policy determination system showing an embodiment of the present invention. As shown in FIG. 1, the medical treatment policy determination system 1 includes a support facility server 20 and an input / output terminal 20a installed in a support facility 2 that supports children, a test facility server 30 and an input / output terminal 30a installed in a test facility 3 that conducts developmental tests, a medical treatment facility server 40 and an input / output terminal 40a used in a medical treatment facility 4 that provides medical treatment for children, and a terminal 50 used in the child's home 5. Each of the servers 20, 30, 40 and each of the terminals 20a, 30a, 40a, 50 are connected to each other via the Internet 10 and are configured to be able to transmit and receive information. The input / output terminal 20a of the support facility 2 is mainly operated by a support coordinator resident in the support facility 2. The input / output terminal 30a of the test facility 3 is mainly operated by an examiner of the test facility 3. The input / output terminal 40a of the medical treatment facility 4 is mainly operated by a medical treatment provider of the medical treatment facility 4. The terminal 50 of the home 5 is mainly operated by the child and his / her guardian.

[0016] Each of the servers 20, 30, 40 and each of the terminals 20a, 30a, 40a, 50 is composed of, for example, computers such as personal computers and workstations, and includes an input unit, an output unit, a medium reading unit, a storage, a memory, an arithmetic unit, and an interface unit, which are interconnected via a system bus. The input unit has a keyboard, a mouse, etc. operated by the terminal user, and inputs various operation signals from the terminal user, such as an instruction to execute a program. The output unit has a display for displaying data, etc., and is configured to be able to display the execution process or execution result of various programs. Note that the input unit and the output unit may be an integrated input / output means such as a touch panel, etc. In this case, input can be performed by touching a predetermined position using the user's finger or a pen-type input device. The medium reading unit is composed of, for example, a CD drive, a DVD drive, a USB connector, etc. The storage consists of a hard disk, an SSD, etc., and stores various programs and various electronic data. The stored programs and data are read out or rewritten as necessary. The memory consists of a ROM, a RAM, etc., and stores the execution programs read out from the storage. The arithmetic unit consists of a CPU, etc., and controls the overall processing of the computer, including various arithmetic processes and data input / output with each hardware component, based on control programs such as an OS and various programs stored in the memory.

[0017] FIG. 2 is a control block diagram of the medical treatment policy determination system. As shown in Figure 2, the support facility server 20 has a child information storage unit 21 that holds a list 200 of children to be supported, and individual content information 210 and individual support mode information 220 set for each child included in the list 200. The support facility server 20 also has a correspondence information storage unit 22 that stores correspondence content information 230 that associates examination information 300 related to the results of developmental examinations with predetermined therapeutic content, and correspondence support mode information 240 that associates environmental information 500 related to the child's environment with predetermined support modes. In this embodiment, the correspondence information storage unit 22 includes a correspondence content storage unit that stores the correspondence content information 230 and a correspondence support mode storage unit that stores the correspondence support mode information 240. Furthermore, when the support facility server 20 receives examination information 300 related to a child included in the list 200, it has a child information update unit 23 that updates the individual content information 210 of that child by referring to the correspondence content information 230. Furthermore, the support facility server 20 includes a questionnaire storage unit 24 that stores unanswered questionnaire data 250 and answered questionnaire data 260 regarding the environment of the child to be supported, and an environment information generation unit 25 that generates environment information 500 based on the answered data 260. When the environment information 500 for a child in list 200 is generated, the child information update unit 23 refers to the corresponding support mode information 240 and updates the individual support mode information 220 for that child.

[0018] The testing facility server 30 has a test information storage unit 31 that stores test information 300 of developmental tests conducted on subjects at testing facility 3. Developmental tests used include, for example, tests that evaluate a child's cognitive characteristics, ability profile, etc., such as WISC, WPPSI, and KABC. The test information 300 is transmitted from the testing facility server 30 to the support facility server 20 as needed. The support facility server 20 can also receive the test information 300 from terminal 20a at support facility 2 and terminal 50 at home 5.

[0019] The corresponding content information 230 is information about content suitable for child developmental support, corresponding to the developmental test information 300. In this embodiment, as shown in Figure 3, the test information 300 includes raw test result data 301, ability score 302 calculated based on the raw data 301, and ability level 303 classified based on the ability score 302. A child's ability is classified into several ability levels 303 according to the ability score 302, and in this embodiment, it is classified into three levels: "high," "medium," and "low." In this embodiment, the corresponding content information 230 is information for identifying at least one therapeutic content according to the ability level 303, and is configured as a table that associates the ability level 303 with the therapeutic content.

[0020] In this context, "therapeutic content" refers to the defined content of therapeutic education provided to a child, and includes not only teaching materials, tasks, activities, or programs, but also the manner of involvement of therapists, the manner of involvement of parents, the method of providing support, the method of communication, and other forms of therapeutic education. In this embodiment, if the ability level 303 is "high," textbooks used in regular school classes are associated as therapeutic content. If the ability level 303 is "medium," therapeutic content aimed at transitioning from special education classes to regular classes, specifically content with a relatively high difficulty level that is designed to simulate learning or group activities in a regular class, is associated. On the other hand, if the ability level 303 is "low," therapeutic content aimed at transitioning from special education classes to regular classes, specifically content with a relatively low difficulty level in which the amount or content of tasks is adjusted in stages, is associated. For example, therapeutic content may include training in which the learning content, workload, or the degree of involvement of the therapist or guardian is adjusted according to the child's learning ability, cognitive characteristics, or interpersonal adaptation ability; training aimed at improving basic reading or writing skills; support aimed at improving expressive or communication skills; and training that addresses tasks related to visual function or sensory processing.

[0021] In this embodiment, as shown in Figure 4, the unanswered questionnaire data 260 includes unanswered data for children 261, unanswered data for families 262, and unanswered data for therapists 263. The unanswered questionnaire data 260 is transmitted from the questionnaire storage unit 24 to each server 20, 30, 40 and each terminal 20a, 30a, 40a, 50 as needed. Specifically, the unanswered data for children 261 and the unanswered data for families 262 are transmitted to terminal 50 used at the child's home 5, and the unanswered data for therapists 263 is transmitted to terminal 40a used at the therapy facility 4. When the support facility server 20 receives the questionnaire response data 270 from each terminal 40a, 50, etc., it stores the response data 270 in the questionnaire storage unit 24. In this embodiment, as shown in Figure 5, the response data 270 includes response data 271 for children, response data 272 for families, and response data 273 for therapists.

[0022] A concrete example of a survey for children would be a question like, "Do you feel that the current school environment suits you?" with a five-point scale from 1 (no) to 5 (yes). This question relates to the "social environmental risks" discussed later. A concrete example of a family-oriented questionnaire might be a question asking, "Is the current cost of therapy or extracurricular activities within a reasonable budget for your family?" with a five-point scale from 1 (no) to 5 (yes). This question relates to the "economic risk" discussed later. Another example of a family-oriented questionnaire could be a question asking, "Are you strongly aware of the societal average standards regarding your child's highest level of education and employment?" with a five-point scale from 1 (no) to 5 (yes). This question relates to the "parental cognitive risk" discussed later. A concrete example of a questionnaire for therapists could be a question like, "Are you able to build a trusting relationship with the child and provide emotional stability?" with a five-point scale from 1 (no) to 5 (yes). This question relates to the "social environment risks" which will be discussed later.

[0023] In this embodiment, multiple environmental risk factors are set, and each item in the environmental questionnaire is associated with at least one environmental risk factor. Three environmental risk factors are set in this embodiment: "socio-environmental risk," "parental perception risk," and "economic risk." As shown in Figure 6, the environmental information 500 includes a risk factor score 501 aggregated for each environmental risk factor, an environmental risk score 502 aggregated for all environmental risk factors, and an environmental level 503 classified based on the environmental risk score 502. The environment surrounding children is classified into multiple levels by the environmental level 503, and in this embodiment, it is classified into three levels from lowest to highest environmental risk score 502: "Good," "Needs Improvement," and "Needs Action."

[0024] In this specification, "social environment risk" refers to a risk that may affect the implementation of support or therapeutic care for children due to the social environment or system, such as schools, government, or support systems. This social environment risk may also include cases where children experience excessive psychological or behavioral burden due to the educational environment in schools, the format of group activities, evaluation methods, operational policies, or interpersonal relationships or compatibility within that environment. For example, if the format of group lessons or evaluation system in schools is not suited to a child's cognitive or adaptive characteristics, or if the school environment itself becomes a continuous burden for a child, the social environment risk factor score 501 will be high.

[0025] In this specification, "parental cognitive risk" refers to a risk that may affect the provision of support or therapeutic care for a child due to cognitive characteristics or cognitive tendencies of the parent. This parental cognitive risk may include cases where the parent has difficulty grasping the child's efforts, condition, or changes, or where biases in the parent's cognitive characteristics lead to a fixed or rigid approach to the child. For example, if the parent has difficulty recognizing small progress in the child, or has excessively high expectations or uniform evaluation criteria, the risk factor score 501 for parental cognitive risk will be high.

[0026] In this specification, "economic risk" refers to a risk that may affect the provision of support or therapeutic care for a child due to the economic circumstances of the family or guardian. This economic risk may include cases where it becomes difficult to secure the necessary funds, goods, or human resources for providing therapeutic care or support, or where the provision of continuous support is restricted. For example, if it becomes difficult to secure the necessary funds or resources for providing therapeutic care or support due to the economic circumstances of the family or guardian, the risk factor score of 501 for economic risk is determined to be high.

[0027] The support mode information 240 corresponds to the child's environment information 500 and is information about a support mode suitable for the child's therapeutic care. In this embodiment, three types of support modes are set: "normal support mode," "environmental improvement support mode," and "special support mode." The "normal support mode" is a support mode applied when the child's environment is good. The "environmental improvement support mode" is a support mode applied when it is necessary to improve the child's environment. The "special support mode" is a support mode applied when it is determined that intervention is necessary regarding the child's developmental status or living environment. In this embodiment, the "environmental improvement support mode" and the "special support mode" are considered non-normal support modes. In this embodiment, in the support mode information 240, the "normal support mode" is associated with the "good" environment level 503, the "environmental improvement support mode" is associated with the "needs improvement" environment level 503, and the "special support mode" is associated with the "needs intervention" environment level 503.

[0028] The support facility server 20's corresponding information holding unit 22 holds corresponding content information 230 and corresponding support mode information 240, as well as atypical content information 250. The atypical content information 250 is information that associates environmental information 500 used in atypical support mode with at least one therapeutic content. In this embodiment, an environmental level is set for each environmental risk factor, and therapeutic content associated with that environmental risk factor is set according to each environmental level.

[0029] In this embodiment, if the environmental risk factor is "social environmental risk" and the environmental level is "needs improvement," content is associated that includes increasing opportunities for dialogue or face-to-face interaction in environments that do not fall under the risk factor. Furthermore, if the environmental risk factor is "parental awareness risk" and the environmental level is "needs improvement," content is associated that is structured to make information about the child's efforts or current situation more easily recognizable to parents. Furthermore, if the environmental risk factor is "economic risk" and the environmental level is "needs improvement," content is associated that is structured to suppress the costs or goods required for use, or content that can be provided free of charge or at a low cost.

[0030] Furthermore, if the environmental risk factor is "socio-environmental risk" and the environmental level is "cautionary," content on how to use consultation services that provide psychological support from the government will be associated. Also, if the environmental risk factor is "parental cognitive risk" and the environmental level is "cautionary," content for parents that is structured to adjust biases in parents' cognitive characteristics in a predetermined direction will be associated. And if the environmental risk factor is "economic risk" and the environmental level is "cautionary," content on how to use consultation services that provide life support or economic support from the government will be associated.

[0031] The child information update unit 23 refers to the corresponding content information 230 and the corresponding support mode information 240 to identify the therapeutic content and support mode corresponding to the child's ability level 303 and environment level 503, and updates the child's individual content information 210 and individual support mode information 220 in the child list 200. In this embodiment, the child information holding unit 21 is configured to hold examination information 300 and environment information 500. When the child information update unit 23 receives examination information 300 or environment information 500, it updates the examination information 300 or environment information 500 as information held in the child information holding unit 21. Furthermore, if the support mode corresponding to the generated environment information 500 is an abnormal support mode, the child information update unit 23 refers to the abnormal content information 250 and sets the therapeutic content corresponding to the environment information 500 as the child's individual content information 210. When the child information storage unit 21 changes the individual content information 210, it transmits the individual content information 210 to the therapeutic facility server 40 and the terminal 50 at home 5. In addition, when the child information storage unit 21 changes the individual support mode information 220, it transmits the individual support mode information 220 to the therapeutic facility server 40.

[0032] The therapeutic care facility server 40 has a therapeutic care information storage unit 41 that stores individual content information 210 and individual support mode information 220 for children used in the therapeutic care facility 4. The individual content information 210 and individual support mode information 220 are transmitted from the support facility server 20 and stored in the therapeutic care information storage unit 41. The therapists at the therapeutic care facility 4 access the individual content information 210 and individual support mode information 220 concerning the child receiving therapeutic care through a terminal 40a and implement therapeutic care and support for the child based on the content of this information.

[0033] The terminal 50 at home 5 has a content information storage unit 51 that stores individual content information 210 for the child used at home 5. The individual content information 210 is transmitted from the support facility server 20 and stored in the content information storage unit 51. The guardian of the child at home 5 accesses the individual content information 210 concerning the child receiving therapeutic care through the terminal 50 and implements therapeutic care for the child based on the content of this information. The child at home 5 also works on therapeutic tasks, etc., based on the content of the individual content information 210.

[0034] The operation of the therapeutic treatment policy decision system 1, configured as described above, will be explained with reference to the flowchart shown in Figure 7. Figure 7 is a flowchart showing the operation of the therapeutic treatment policy decision system. The support facility server 20 stores a list of children to be supported 200, along with individual content information 210 and individual support mode information 220 for each child.

[0035] When the support facility server 20 receives the examination information 300 of the child to be supported (Step S1: Yes), it refers to the corresponding content information 230 and updates the individual content information 210 in the child information storage unit 21 (Step S2). In this embodiment, the examination information 300 is usually sent from the examination facility server 30 to the support facility server 20 in response to a transmission request from the terminal 20a of the support facility 2, or a transmission instruction from the terminal 30a of the examination facility 3. The system is configured to allow the reception of the examination information 300 from either server or terminal. For example, the support coordinator at support facility 2 may refer to the examination information 300 printed on paper and send it to the support facility server 20 from terminal 20a. If the support facility server 20 has not received the examination information 300 (Step S1: No), the individual content information 210 in the child information storage unit 21 is not updated.

[0036] Furthermore, when the support facility server 20 receives enough questionnaire response data 270 to generate environmental information 500 (Step S3: Yes), it generates the child's environmental information 500 (Step S4), and updates the individual support mode information 220 in the child information holding unit 21 by referring to the corresponding support mode information 240 (Step S5). In this embodiment, normally, response data 273 for the therapist is sent from the terminal 40a of the therapy facility 4 to the support facility server 20 upon a transmission request from the terminal 20a of the support facility 2, or a transmission instruction from the terminal 40a of the therapy facility 4. Also, normally, response data 271 for the child and response data 272 for the family are sent from the terminal 50 of the home 5 to the support facility server 20 upon a transmission request from the terminal 20a of the support facility 2, or a transmission instruction from the home terminal 50. Note that the response data 270 can be received from any server or terminal. For example, the support coordinator at support facility 2 may refer to the response data 270 printed on paper and send it from terminal 20a to support facility server 20. If the amount of information in the response data 270 is insufficient at support facility server 20 (step S3: No), the individual support mode information 220 in child information storage unit 21 will not be updated.

[0037] Next, the child information storage unit 21 determines whether the support mode of the individual support mode information 220 it stores is a normal support mode or an abnormal support mode (step S6). If it is an abnormal support mode (step S6: Yes), it refers to the abnormal content information 250 and updates the individual content information 210 in the child information storage unit 21 (step S7). On the other hand, if the support mode of the individual support mode information 220 it stores is a normal support mode (step S6: No), the individual content information 210 in the child information storage unit 21 is not updated.

[0038] If the individual content information 210 is changed in step S2 or step S7 on the support facility server 20 (step S8: Yes), the changed individual content information 210 is sent to the therapeutic facility server 40 and the terminal 50 at home 5 (step S9). On the other hand, if the individual content information 210 is not changed in step S2 or step S7 (step S8: No), the individual content information 210 is not sent.

[0039] Furthermore, if the individual support mode information 220 is changed in step S5 (step S10: Yes), the changed individual support mode information 220 is sent to the therapeutic facility server 40 (step S11). On the other hand, if the individual support mode information 220 is not changed in step S5 (step S10: No), the individual support mode information 220 is not sent.

[0040] With the therapeutic care policy decision system 1 configured as described above, when a child's support mode is an atypical support mode, the individual content information 210 is updated with therapeutic care content associated with the environment information 500. As a result, the support coordinator at support facility 2, the therapist at therapeutic care facility 4, and the guardian at home 5, who are aware of the individual content information 210, can implement more appropriate therapeutic care for the child that takes into account the environment surrounding the child. Furthermore, regardless of whether the therapist at therapeutic care facility 4 or the guardian at home 5 implements the therapeutic care, a therapeutic care policy appropriate to the environment is shared, thus suppressing variations in the content of therapeutic care.

[0041] Furthermore, according to this embodiment, "social environmental risk," "parental cognitive risk," and "economic risk" are defined as environmental risks, and therapeutic content is associated with each environmental risk factor, so that therapeutic care can be provided in a manner that is tailored to the risk. Specifically, in the case of "social environmental risk," therapeutic content that includes increasing opportunities for dialogue or face-to-face interaction in environments that do not fall under the risk factor is associated, thereby reducing the psychological burden on the child and improving the continuity of participation in therapeutic care or learning. For example, if there is a risk of a child becoming truant due to school-related issues, therapeutic content that increases opportunities for dialogue with parents at home or therapists at the therapeutic care facility 4 is preferable. More specifically, it is preferable to have a structure in which successful experiences are accumulated step by step through small-step print learning, and the child receives repeated positive feedback from parents or therapists. This makes it possible to continue providing therapeutic care even in environments other than school.

[0042] Furthermore, specifically in the case of "parental cognitive risk," therapeutic content is linked that is structured to make it easier for parents to recognize information about their child's efforts or current situation. This helps to mitigate biases in parents' cognitive characteristics and to optimize their involvement with their children. For example, materials such as drills or worksheets that make it easy to visualize the child's progress and achievements are preferable. In particular, using small-step materials with a relatively low difficulty level makes it easier to grasp the child's small progress step by step, which can encourage positive involvement from parents.

[0043] Furthermore, specifically, in cases of "economic risk," therapeutic content is designed to minimize the costs or materials required for use, or therapeutic content that can be provided free of charge or at a low cost is associated with it, thereby reducing the financial burden on the child's family. This makes it possible to continue therapeutic care or support even when there are financial constraints.

[0044] Furthermore, according to this embodiment, in addition to the environmental improvement support mode, an emergency support mode is set as an atypical support mode. When environmental level 503 is determined to be "cautionary," direct support to children may not be sufficiently effective. Therefore, by providing content aimed at non-children instead of child-oriented content, improvements to the environment surrounding children can be prioritized and implemented quickly.

[0045] Specifically, when the environmental risk factor is a "socio-environmental risk" or an "economic risk," and environmental level 503 is "cautionary," content on how to use administrative consultation services, support systems, or public services is linked, making it possible to improve the environment surrounding the family or child by utilizing administrative support. Furthermore, when the environmental risk factor is a "parental cognitive risk," content for parents is linked, making it possible to adjust biases in parents' perceptions or evaluations of their children in a predetermined direction. This content for parents is preferably a consultation with parents by a support coordinator or therapist. Specifically, the support coordinator or therapist advises or guides parents on becoming a good understanding partner for their child, positively evaluating their child's efforts and growth process, and praising and nurturing their child. Alternatively, a report highlighting the child's strengths or achievements may be created and presented to parents to promote their awareness of the child's current situation and improve their perception.

[0046] In the above embodiment, children were used as an example of those receiving support, but those receiving support are not limited to children. For example, they may be adults, elderly people, students, working people, people receiving employment support, people receiving return-to-work support, or people requiring welfare support who have developmental characteristics, psychological challenges, challenges in their living environment, or challenges related to social adaptation.

[0047] Furthermore, while the above embodiment shows an example of classifying environmental level 503 into three levels: "Good," "Needs Improvement," and "Needs Action," it is not limited to this. For example, it may be classified into two levels, or into four or more levels. Also, while the example shows three environmental risk factors: "Social Environmental Risk," "Parental Perception Risk," and "Economic Risk," it is not limited to this. Four or more environmental risk factors may be set, or multiple factors may be set as a single "Environmental Risk" without distinction.

[0048] Furthermore, in the above embodiment, the classification of the environmental level 503 was performed based on the environmental risk score 502 obtained by aggregating the risk factor scores 501. However, for example, the environmental level may be determined independently for each risk factor score 501. In this configuration, if two or more of the multiple environmental risk factors exceed a predetermined threshold, multiple contents associated with each environmental risk factor may be selected, and the individual content information 210 reflecting these may be updated. Even in this case, it is sufficient that the system is ultimately classified into normal support mode and abnormal support mode based on the environmental information 500.

[0049] Furthermore, the questionnaire used to generate the Environmental Information 500 can be freely designed. The questionnaire is not limited to children, families, or therapists; for example, it can be administered to school teachers, support coordinators, instructors of extracurricular activities or after-school programs, attending physicians, and rehabilitation specialists. In addition, the accuracy of collecting environmental information can be improved by conducting separate questionnaires for fathers, mothers, siblings, and grandparents.

[0050] Furthermore, while the above embodiment shows an example where the ability level 303 is classified into three levels: "high," "medium," and "low," it is not limited to this, and for example, it may be classified into two levels, or into four or more levels. Also, in the above embodiment, the classification of the ability level 303 was performed based on the ability score 302 calculated based on the raw data 301, but instead, the ability level may be determined independently for each item of the raw data 301.

[0051] Although embodiments of the present invention have been described above, the embodiments described above do not limit the invention as defined in the claims. Furthermore, it should be noted that not all combinations of features described in the embodiments are necessarily essential for solving the problem of the invention. [Explanation of Symbols]

[0052] 1. Therapeutic Treatment Plan Determination System 2. Support facilities 3. Testing facilities 4. Therapeutic facilities 5 Home 10 Internet 20 Support Facility Server 20a terminal 21 Child Information Storage Department 22 Corresponding Information Storage Unit 23 Children's Information Update Department 24 Questionnaire Memory Section 25 Environmental Information Generation Department 30 Testing Facility Server 30a terminal 31 Inspection Information Storage Unit 40. Rehabilitation Facility Server 40a terminal 41. Department for Retaining Developmental Support Information 50 devices 51 Content Information Storage Unit List of 200 children 210 Individual Content Information 220 Individual Support Mode Information 230 Compatible Content Information 240 Support Mode Information 250 Non-standard content information 260 Unanswered survey data 261 Unanswered data from children 262 Unanswered Family Data 263 Unanswered data for therapists 270 response data 271 Children's response data 272 Family response data 273 Response data for therapists 300 Test Information 301 Raw data 302 Ability Score 303 Ability Level 500 Environmental information 501 Risk Factor Score 502 Environmental Risk Score 503 Environmental Level

Claims

1. A therapeutic treatment plan determination system that determines the therapeutic treatment plan for a person receiving support based on the results of a prescribed developmental test, An information holding unit that holds individual content information and individual support mode information set for each person being supported, A corresponding content storage unit stores corresponding content information that associates the test results of the aforementioned developmental test with predetermined therapeutic content. A support mode storage unit stores support mode information that associates environmental information about the environment of the person being supported with a normal support mode or an abnormal support mode, The system includes an information update unit that, upon receiving the aforementioned examination information of a designated person to be supported, identifies the therapeutic content for that person by referring to the aforementioned corresponding content information and updates the aforementioned individual content information for that person. The aforementioned individual support mode information is either a normal support mode or an abnormal support mode. The corresponding content storage unit stores non-normal content information that associates the environmental information with predetermined therapeutic content for use in the non-normal support mode. When the information update unit receives the environmental information, it refers to the corresponding support mode information to determine whether the environmental information is associated with a normal support mode or an abnormal support mode, and updates the individual support mode information of the person being supported to either a normal support mode or an abnormal support mode. The information update unit, upon receiving the environmental information, if the individual support mode information held by the information holding unit is an abnormal support mode, refers to the abnormal content information to identify the therapeutic content for the person being supported and updates the individual content information for the person being supported as part of the therapeutic policy determination system.

2. The therapeutic care policy determination system according to claim 1, wherein the person receiving support is a child.

3. The therapeutic care policy determination system according to claim 2, wherein the environmental information includes information relating to the child's social environment.

4. The therapeutic care policy determination system according to claim 2, wherein the environmental information includes information regarding the cognitive state of the child's guardian.

5. The therapeutic care policy determination system according to claim 2, wherein the environmental information includes information regarding the economic situation of the child.

6. The therapeutic care policy determination system according to claim 2, comprising an environmental information generation unit that generates the environmental information based on the responses to the aforementioned questionnaire regarding the child's environment.

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