Transcripts of talk of three child-mother pairs taken from the CHILDES database were analyzed to investigate the order of emergence of the three-step system of ko-, a-, and so- series demonstratives in Japanese, and the factors which may influence the order of the emergence. Children were videotaped with their mothers in a free-play situation from around 16 months to 36 months of age. Contrary to the social cognitive hypothesis, individual differences were observed in the order, although the order of ko-, a-, then so- series predicted by the hypothesis was observed in some children. Furthermore, while there was some indication that individual differences in frequencies of demonstratives in mothers' speech were related to individual differences in the order of the emergence of the demonstratives in children's speech, the frequency in the linguistic input alone could not fully account for the order of emergence of the demonstratives. The need for more detailed analysis of linguistic as well as non-linguistic factors other than frequency of the demonstratives in caregivers' speech was discussed, and a longitudinal study investigating the relationship between social cognitive factors and acquisition of these demonstratives was suggested.

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The aim of this study is to investigate the acquisition of interrogative sentences in autistic children. Subjects were 26 autistic children and 26 non-autistic intellectually disabled children. The total number of types of interrogative sentences acquired was examined in both groups. The results showed the same order of acquisition of interrogative sentences for the autistic children as for the non-autistic intellectually disabled children. The total types of interrogative sentences acquired by subjects at the same level on the National Rehabilitation Center ‹S-S test› was compared for the two groups. The results showed that the autistic group had significantly fewer types of interrogative sentences than the non-autistic group at the same level. These findings suggest a difference between the two groups with respect to the acquisition of interrogative sentences and levels of ‹S-S test›.

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The present paper examines the influences of the use of some AAC systems on the communication behavior of an adolescent with autism who did not have any speech. The number of interactions with a shared topic increased after a certain period of individual training sessions. The results indicated that the experience of communicating with the aid of AAC systems and the emotionally stable relationship with the staff motivated the adolescent with autism to interact with others spontaneously.

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ALS (Amyotrophic Lateral Sclerosis) is a cause indistinct disease in which muscle function in the whole body gradually stops and the breathing function finally terminates. The patient is lying down due to the vegetable state of the body. However, the intelligence and the senses including, eyesight, and hearing of the patient function normally until the death. The progress of the recent electron applied technology enables the transmission of the will of ALS patients to some degree. Several intention transmission devices such as the electroencephalogram switch, vocal communication output and the personal computer will be introduced as AACs and input devices for ALS patients. As one of the patients, the presenter will express expectations for the future development of communication devices.

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A training program of conversation partners for people with aphasia was started in 2000. Conversation partners are intended to be communicative ramps between the aphasic people and the society, and the program is based on intention to support people with aphasia to live with aphasia, providing them with optimal communication environment, rather than helping them recover from aphasia. The program consists of four workshops with lectures, group discussions and role-plays, and five compulsory practice sessions, in which each trainee experiences real conversation with an aphasic person. The whole program takes six months to complete. Family members of aphasic people, care workers, nurses and volunteers comprise the 88 people who finished the program over the period of three years. Eighty-four percent of volunteers who finished the program are now actively working as volunteers for people with aphasia. Following our program in Tokyo, similar programs have started in other areas of Japan and the number is growing. We hope to create an aphasia-friendly society by eliminating communication barriers which interfere with social participation of aphasic individuals in medical, welfare and many other situations in their lives.

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Summary note is an interpretation which summarizes what is said by writing it down. Spoken Japanese is interpreted into written Japanese. This method is important for people who have hearing disorders, are hard to hear or cannot hear at all. Summary note has three principles of writing down-quick, precise, and readable. In order to master the practice of making summary notes using three principles, workshops are held in various places in Japan. The importance of confidentiality of information is also taught. After the workshop, summary copyists participate in a meeting as interpreters. In the meeting, a team is made up of four copyists so that more information can be offered through interpreting. Since it is a summary note, it is not a record but a temporary transfer of meaning. Generally, summary notes are put up on OHPs. Depending on time and place, other methods such as personal computer or OHC may be used. Although there are many methods, summary note is an important communication means for people who cannot hear easily and understand sign language.

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This paper examines the need for personal support for individuals who suffer from the communication disorder, autism. The importance of the support from surrounding persons with an appropriate distance is evident from the difficulty the autistic person finds in functioning in society. The nature of a disorder indicates the type of support required. Autism is the disorder of the directivity attention that makes it difficult to understand information from the environment correctly. There is abnormality in the function of the central nerve system and perception such as listening, seeing, touching and smelling does not function to understand the meaning of a surrounding event well. Because of these disorders, people with autistic disturbance live in a state of confusion, with strong anxiety and fear. Although the disorder continues all one's life, social life becomes possible by teaching adaptation skills. The significance of help from a familiar person in daily situations is emphasized from the experience of long-term speech and language therapy to people with autistic disturbance.

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