Research on communication breakdown（CB）in children and adults with hearing impairments, including the definition of CB, its judgment criteria, and the use of repair strategies, varies. Therefore, based on previous studies published in English or Japanese academic journals, this study selected 24 articles that discussed CB in children and adults with hearing impairments to clarify the above items, confirming the definition of CB. Moreover, the judgment criteria and repair strategies of CB were organized, and the application of CB research in the future was discussed.

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Thirty-minute conversations between a psychologist and 24 adults, 12 with autism spectrum disorder（ASD）and 12 with typical development（TD），matched for age, sex, and verbal intelligence quotient were analyzed in terms of collocation errors. Eleven adults with ASD produced 25 collocation errors, whereas the adults with TD produced none. The relationship between the 25 collocation errors and the correct collocations was compared with those seen in second-language learners of Japanese. Collocation errors of adults with ASD were different from those of second-language learners in terms of the degree of similarity between the collocation error and the presumed correct collocation.

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Twenty adults with autism spectrum disorder（ASD）and 20 typically developing （TD）adults the evaluated collocation errors made by other adults with ASD and correct collocations made by other TD adults using a 5-point Likert scale. While in rating correct collocations, no group difference was seen between the adults with ASD and the TD adults, the adults with ASD rated collocation errors as more appropriate than the TD adults. Additionally, in the adults with ASD, a significant negative correlation was seen between their ages and rating values, indicating that older autistic adults are more likely to rate collocation errors as inappropriate.

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Hadley, McKenna and Rispoli（2018）reported an assessment of early grammatical development that scores sentence diversity. Our preliminary study examined the possibility of using a similar method for Japanese children. Japanese sentence diversity was based on the number of different combinations of“hosokugo”（complement） and“doutai-dousi”（dynamic verbs）observed in the child’s language sample during play activities. Developmental changes in a girl with developmental language disorder were observed for one year, from 4 to 5 years old. It was observed the sentence diversity increased along with traditional grammatical measures such as the number of utterances and mean length of utterance in morpheme. The sentence diversity score of the girl at 5 years old was similar to that of a typically developing 2-year-old girl who was observed during one session and who produced mainly two-word utterances. Based on this preliminary result, we propose that sentence diversity based on verb combinations is a promising technique to capture difficulties in early grammatical development in Japanese. Clinical implications and directions for future study are also discussed.

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The objective of this study was to explore effective intervention methods for communication support of teachers in special schools for physically disabled children by identifying the processes whereby intervention is transformed into guidance by outside expert speech-language-hearing therapists. Semi-structured interviews were conducted with 11 teachers receiving guidance, which were then analyzed based on a modified grounded theory approach（M-GTA）．Based on the results, it was possible for teachers to share the expertise and work contents of speech-language-hearing therapists, and this seems to result from communication support for students.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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[in Japanese]

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