言葉の表現が困難な児童の関係処理と項目特定処理機能に関する指導事例

概要

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Many children with communication disabilities and/or with reading disabilities had difficulties to process contextual relationships shared by some events. Present case study examined the effects of instructions to prompt item-specific processing on the remediation of relational processing functions. Though semantic processing tasks and other tasks were carried out for a child both with communication and reading disabilities, on this paper, the results of semantic processing tasks were reported in detail, because item-specific processing was one of main functions of semantic processing. Instructions prompting item-specific processing were carried out through 9sessions. And three measures were used to assess the amount of contextual relational information coded by the child. Those measures were (1) The proportion of sentence recalled, (2) The ratio of contextual organization to maximum contextual organization, (3) The ratio of semantic organization to maximum semantic organization. Finally all measures were increased in session 7, 8, and 9. These results suggested that the instructions prompting item-specific processing were effective to remediate relational processing functions of children with communication and/or reading disabilities.