「触れること」の記号論的領野に着目した臨床技能の検討： 言語聴覚療法における発話と道具使用による協働的特性

抄録

Speech-language pathologists (STs) are professionals who support people with communication disabilities. This study focuses on a clinical, educational situation between a patient with a severe communication disability involving a grasp reflex and the author, who is a supervisor and a student. Analysis was based on Goodwin’s concept of co-operative action. How the tactile sensation of touching training materials becomes a resource for interactions and how communication is achieved was analyzed. As a result, STs produced semiotic fields showing the position of an object in space where the sense of touch by the manipulation of tools was organized with multiple resources, such as language, body movements, and gaze. In this study, such clinical skills were given the term “therapy’s environmentally coupled tools.” The patient deconstructed and reused the tools to construct actions, whereby the patient achieved perceptual design communication as a co-operative action. Furthermore, by obtaining knowledge unique to speech-language pathology in clinical practice as situated learning, it is possible to create an appropriate cognitive structure for ST students.