2013 Volume 54 Issue 4 Pages 259-267
The purposes of the present study were the following: 1) to investigate the efficacy of articulation and phonological training for an autistic student with severe mental retardation at the secondary education level in a special school, and 2) to examine the efficacy of digital articulation training materials which we created and implemented as well as facilitation factors for using these materials. Results indicated effectiveness of articulation and phonological training for the subject even from the age of 15, i.e. there was found to be improvement in his speech intelligibility and an increase in spontaneous speech. Also, home practice of articulation and pronunciation came to be conducted easily, on a repeated basis, using the digital articulation training materials, and therefore the frequency of practice and attitude towards learning at home were improved. In addition, his articulation and pronunciation of syllables and words acquired by speech therapist's training were firmly established. From the above, the facilitation factors for using digital articulation training materials are thought to be as follows. 1) Contents of digital articulation training materials should be visual, easy to understand, and attract the subject's interest. 2) Home practice using digital articulation training materials should be started after speech therapist's training and after assessment of the state of development has been performed continuously and a certain degree of basic articulation movement has been acquired. 3) Adequate feedback should be provided concerning the subject's success-failure of articulation and pronunciation output and emotional response.
