サイン言語による精神遅滞児への介入 : ダウン症児と自閉症児に対する incidental teaching をとおして

概要

論文の詳細を見る
Seven year old Down syndrome boy (DA 2: 6) and nine year old autistic girl (DA 3:2) were interviened for their acquiring sign language, using an incidental teaching method. Soon after the start of our intervention, the boy began expressing his requests one after another, asking the interviener to play keyboard and draw objects or body parts. After eight month intervention, he learned 64 signs and his utterance progressed from one syllable words to three syllable ones (Ex. a (akete)→a te→ atete). Though the autistic girl acquired 32 signs, her vocalizations were very limited. Thus effects of our intervention were differed between two children, because of their repertoire of behavior and intimacy of interpersonal relationship. It was suggested that such enviroment settings as to make children to request objects and actions to interviener were effective for their spontaneuous use of signs and other modes of language.
熊本大学の論文
1993-02-26