Case Study of a Language-Deficient Child Who Temporarily Used Graphic Symbols as an Alternative Communication Mode.

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This study was intended to examine the possibility of applying a graphic symbol system (NSL 88) to language training for children with spoken language deficiency. The subject was a mentally retarded child (CA4: 5) who had relatively good skill in speech comprehension but difficulty in speech production. After training with graphic symbols for single word, two-word combinations, and three-word combinations, additional training using kanji and kana words followed. Graphic symbols learned through single-word training were successively placed on a pointing board for use in daily communication.<BR>After two years and four months of instruction using graphic symbols, the subject learned 95 words (74 nouns, 19 verbs, 2 adjectives) and their two-word or three-word combinations. With progress in kana-word training, spoken word utterance gradually appeared, though still exhibiting unintelligibility. This fact and his spontaneous and active use of the communication board for approximately four years showed that graphic symbols are effective as an alternative, if temporary, means of functional communication. Consequently, potential use of a graphic symbol system for language intervention for children with spoken language deficiency was discussed.
日本音声言語医学会の論文