THE JAPANESE JOURNAL OF COMMUNICATION DISORDERS
Online ISSN : 1884-7056
Print ISSN : 0912-8204
ISSN-L : 0912-8204
Volume 19, Issue 2
Displaying 1-11 of 11 articles from this issue
  • Naoshi MAEARA
    2002Volume 19Issue 2 Pages 75-82
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    The purpose of this study was to investigate the characteristics of the personal tempo of children who stutter. The subjects were a group of thirteen children who stutter severely when engaged in physical activities involving speech and a group of thirteen children who do not stutter. The subjects ranged in age from eight to thirteen. In observing the children's activities, the stutterers showed an initial lack of stability, an improvement in stability when exposed to rhythmic sound stimulus, and a quick synchronous response to the rhythmic sound stimulus. This suggests that there may be children who stutter and also have an unstable personal tempo. More research is needed, however, to establish whether or not unstable personal tempo arises from stuttering.
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  • Yasuko KIMURA
    2002Volume 19Issue 2 Pages 83-86
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper analyzes the effectiveness of communication support provided to two ventilator-dependent persons with ALS, Mr. A and Mrs. B, while teaching Mr. A and Mrs. B to operate Apple Macintosh computers with a single on-off switch, the author encouraged the two to communicate with each other in a collaborative art project. Mr. A shared his drawings with Mrs. B who in turn wrote poems to accompany the drawings. Their artistic collaboration over two years aroused widespread response among AAC instructors, AAC users, speech-language therapists, and others. Exhibitions of the works were held, their various meanings analyzed, and feedback given to the two by the author and others. In addition to discussing the conditions of the two's interchanges and the meanings of their works, the paper also suggests the usefulness of communication support from a semiotic point of view.
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  • Machiko KOZONO
    2002Volume 19Issue 2 Pages 87-92
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reports on an effort to find suitable ways of self-expression for aphasic patients by the use of five-line poems. A 79-year-old female patient, suffering from Broca's aphasia, was encouraged to compose five-live poems, a relatively simple poetic form. Through the use of this poetic medium, the patient was able to express her emotions more easily and fluently than through other methods such as speaking and prose writing. This case study thus suggests that the writing of five-line poems is an effective method for aphasic to express their emotions.
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  • Mitsuko SHINDO
    2002Volume 19Issue 2 Pages 94-95
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
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  • Toshiko NAKAJIMA
    2002Volume 19Issue 2 Pages 96-103
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reports on four children with acquired aphasia; three became aphasic after suffering head injuries, and the other after an operation on an arterionevous malformation. There were no apparent differences among the four cases based on etiology or the age of onset. The correlation between the lesion sites and aphasic symptoms was similar to that of adults. Though recovery in the children seemed more rapid than in adults, language tests and observations by the family indicated some slight problems. Poor scholastic achievement was also observed and seemed to be caused by impaired auditory memory as well as aphasic symptoms. It was also very difficult for one patient to adjust to school life because he had problems controlling his emotions. The treatment of these four patients indicated the necessity of treating both higher brain dysfunctions as well as aphasic symptoms.
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  • Mitsuru KOSAKA
    2002Volume 19Issue 2 Pages 104-112
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reports on seven cases of acquired childhood aphasia with age of onset ranging from 1:7 to 12:8. Following a discussion of their clinical profile, a description of their lesions, the age of onset, and their recovery of language abilities is presented. Six of the cases had suffered head injuries. In terms of lesions, four cases are left hemisphere, two bilateral, and one right hemisphere in a left-handed patient. Compared with adult cases, the patients recovered language use relatively rapidly, moving from mutism to the use of single words and then simple sentences. Several of the patients, however, had difficulty learning the kana (phonetic script) used in school textbooks. This suggests the necessity of giving greater attention to the education difficulties such patients encounter.
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  • Ichiko KITANO
    2002Volume 19Issue 2 Pages 113-119
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reports on a case study of auditory agnosia due to symptomatic epilepsy. The patient was an eleven-year-old boy who had suffered from encephalitis preceding symptomatic epilepsy. He often had trouble with other people because of auditory difficulties caused by his epilepsy. He would, for instance, talk in a self-centered fashion without waiting for others' verbal or non-verbal responses, not look at the speaker's face or lips to help increase his comprehension, and not actively listen to others. In order to improve his listening attitude, I modeled effective listening skills for him. He gradually began to pay attention to my facial expressions and speech, and came to recognize the importance of active listening and lip reading skills. Since he has become more of an active listener and lip reader, his communication and social skills have considerably improved.
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  • Fumi TAMAI
    2002Volume 19Issue 2 Pages 120-127
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reports on the treatment and process of recovery of a patient who sustained severe, traumatic brain injury at eleven years of age and was suffering from communication and behavioral disorders. MRI demonstrated extensive lesions in the bilateral frontal lobe. One year after the injury, the patient continued to show attention deficits, difficulty in initiating communication and movement, and simple and repetitive reactions to external stimulus in both behavior and conversation. The patient showed no signs of aphasia but tended toward rapid utterances, the repetition of words or parts of words as in stuttering, and perseveration in writing and drawing. The patient demonstrated fair to good improvement in behavior and communication but continued to show deficits three years after the accident. This case suggests the importance of carrying out treatment for a child with bilateral frontal lesions within a framework incorporating treatment for both behavior and communication disorders.
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  • Rieko HANDA
    2002Volume 19Issue 2 Pages 128-132
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reports on efforts to develop community-based volunteer support for people suffering from aphasia by looking at the activities of three volunteers I was able to recruit while working as a speech-language therapist in Setagaya Ward in Tokyo. One woman has been supporting various activities of an aphasia peer circle, another has offered her home as meeting place for discussion, and another has scheduled regular meetings with a young mother with aphasia. By reviewing their activities, I offer reflections on the potential for creating networks in the local community to provide support for people with communication disorders in their efforts to rebuild and improve their lives.
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  • Keiko TAHARA
    2002Volume 19Issue 2 Pages 133-138
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    In recent times, special sessions gathering hard of hearing students together from different schools are usually held during general study time for regular students. This is because most mainstreamed hard of hearing students are studying alone in ordinary classes or schools most of the time. In these sessions, it is important to create a sense of friendship and camaraderie among the hard of hearing students so they can learn to explain the problems they have in communicating to each other. When hard of hearing students take these skills back to the regular classes and are able to explain to regular students the difficulties they have, the regular students have an increased understanding of the problems the hard of hearing face and begin to support them as much as they can. This encourages the increased integration of hard of hearing students into regular classes and schools.
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  • Masayo URANO, Mariko YOSHINO
    2002Volume 19Issue 2 Pages 139-143
    Published: August 30, 2002
    Released on J-STAGE: November 18, 2009
    JOURNAL FREE ACCESS
    This paper reviews clinical treatment of people with acute aphasia. Clinical intervention for people with acute aphasia may start as early as within twenty-four hours of onset. As patients and their families are confused and embarrassed just after encountering the disaster of aphasia, psychological support should be given. Based on an accurate assessment and prognosis of disabilities, a hypothesis concerning the mechanisms of the disorders should be proposed and an effective rehabilitation program developed. The hypothesis and rehabilitation program should be evaluated as therapy proceeds. In acute stroke rehabilitation, timely and flexible intercention is crucial, and the role played by the speech therapist whom the patient first encounters is of great importance.
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