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Volume 48 (2007)
- Issue 4 Pages 315-
- Issue 3 Pages 187-
- Issue 2 Pages 95-
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Volume 48, Issue 3
Displaying 1-15 of 15 articles from this issue
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Yoshisato Tanaka2007 Volume 48 Issue 3 Pages 187-200
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSForty years have passed since I first began devoting myself to establishing early education for hearing-impaired children. In the interim significant progress has been made in various fields related to education for hearing-impaired children. In terms of language education, however, I feel strongly that there is still no golden path for educating deaf children. In addition, since the start of the 21st century the following issues are bringing about a revolution in education for hearing-impaired children:
1) promotion of the identity of the deaf,
2) the spread of newborn hearing screening, and the consequent need to support families with hearing-impaired infants,
3) the spread of cochlear implantation among young deaf children and infants, and 4) multifaceted habilitative services for young multiply-handicapped children with hearing problems, who are increasing in numbers in recent years.
Regarding these various issues, I discussed what should be done from the perspective of the need for significant changes in educational services.View full abstractDownload PDF (2168K) -
Kiyoko Iiboshi, Noriko Kurauchi2007 Volume 48 Issue 3 Pages 201-209
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSWe undertook investigations toward developing a screening test for evaluating both language and articulation among residents of nursing homes. We prepared a draft test based on standard examinations of various areas, with consideration paid to deterioration in the subjects' visuoperception and comprehensive faculties. The resulting language and articulation test was subsequently carried out on 217 subjects, demonstrating its reliability and validity. The language screening component consisted of a total of 16 items, including three involving word comprehension, understanding of short sentences, three items involving Japanese syllabary (kana) reading, three naming items, recitation of short sentences, and dictation of short sentences. The cut-off point for suspected aphasia was a total of 13/16. The articulation test component consisted of three proverbs, two to four paragraphs in length, for which the cut-off point for suspected dysarthria was a grade 2 in intelligibility. Our screening test was shown to be valid, reliable and useful in evaluating language and articulation among residents of nursing homes.View full abstractDownload PDF (1213K) -
Masato Kaneko, Akira Uno, Noriko Haruhara, Noriko Awaya2007 Volume 48 Issue 3 Pages 210-214
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe aim of this study was to investigate the possibility of predicting Hiragana reading difficulty in 7-year-old 1st graders using a Rapid Automatized Naming (RAN) task carried out on 6-year-old preschoolers. The study was applied to 377 of 1, 001 children traceable for the required purposes. The results indicated a prediction capability of 40% with+2 SD and 44% with+1.5 SD. The RAN task is thus thought to be effective as a screening test for detecting Hiragana reading disturbance in 6-year-old preschoolers.
In addition, between the ages of 6 and 7 the children fell into two groups: those whose RAN reading speed accelerated and those whose reading speed remained unchanged. We concluded that the first year after entering school yields significant changes in RAN testing results.View full abstractDownload PDF (758K) -
Masaki Nishio, Yasuhiro Tanaka, Naoko Abe, Atsuko Shimano, Hiroko Yama ...2007 Volume 48 Issue 3 Pages 215-224
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSWe investigated the efficacy of speech therapy for dysarthria. Of a total of 263 dysarthria patients, we compared 187 who received speech therapy (therapy group) and 76 who did not receive speech therapy (control group) . The following results were obtained:
1. Among patients with dysarthria caused by cerebrovascular disease, spinocerebellar degeneration, or Parkinson's disease, patients who received speech therapy demonstrated significant improvement in intelligibility. No significant change was observed in the control group.
2. Among patients with dysarthria caused by cerebrovascular disease, those who received speech therapy demonstrated significant improvement in articulation regardless of severity, and a greater degree of improvement tended to be seen among patients with more severe dysarthria. In addition, significant improvement in intelligibility was observed regardless of disease stage.
3. Among patients with dysarthria caused by amyotrophic lateral sclerosis, no significant change was observed in those who received speech therapy. In almost all patients with mild dysarthria, intelligibility decreased over time, and in most patients with severe dysarthria, intelligibility remained at the most severe level. Based on the above findings, we discuss clinically effective techniques for speech therapy for dysarthria patients.View full abstractDownload PDF (1575K) -
[in Japanese], [in Japanese]2007 Volume 48 Issue 3 Pages 225-226
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
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Masanaga Yamawaki2007 Volume 48 Issue 3 Pages 227-230
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
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Hideto Saigusa2007 Volume 48 Issue 3 Pages 231-236
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSTo date, effective therapeutic approaches have not been established yet for various types of motor speech disorder (dysarthria) . Occasionally, however, patients with dysphagia show improvement after receiving the training approach for dysarthria. This suggests that stimulating an organ through a different reflective movement essential for another function of the same organ may facilitate the disturbed function or movement. Also, if articulatory movement itself has a reflective control system, stimulating the system is likely to enable more effective functional training. Further clinical and basic studies for dysarthria, speech functions and articulatory organs should be warranted.View full abstractDownload PDF (3231K) -
Hiroki Mori2007 Volume 48 Issue 3 Pages 237-242
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSAcoustical characteristics of dysarthrias are evaluated based on both prosodic and segmental analysis. As a common result, reduced fundamental frequency (F0) range is observed for all kinds of dysarthrias examined, each of which is further characterized by its unique F0 distribution. It is also shown that the power of consonants/vowels and formant frequencies for the five vowels tend to be less contrastive for dysarthric speech. These results also suggest interaction between F0 range and vowel formant frequencies, which may be caused by efforts to emphasize prosody in speech therapy.View full abstractDownload PDF (581K) -
Mari Hamamura2007 Volume 48 Issue 3 Pages 243-247
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSIn 2001, the Academy of Neurologic Communication Disorders and Sciences (ANCDS) implemented a 5-year project to develop Practice Guidelines for specific neurologic communication disorders, including dysarthria. This project embraces a philosophy that quality of care is best supported by scientific evidence of treatment efficacy. A scientifically oriented approach of this kind can be utilized by Japanese practitioners to drive the state of their clinical art. As alternative means to enhance a client's quality of life, treatment approaches which address communication effectiveness in real life settings are currently under way to improve the“comprehensibility”of context-based communication. The issues of candidacy, treatment approaches, and tasks for operation in Japan are discussed.View full abstractDownload PDF (717K) -
Yasutoshi Shirasaka2007 Volume 48 Issue 3 Pages 248-252
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
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[in Japanese]2007 Volume 48 Issue 3 Pages 253
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
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Kimie Nakamura2007 Volume 48 Issue 3 Pages 254-262
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSIn this paper we discuss use of the auditory modality and language acquisition in hearing-impaired young children, focusing on the following aspects: 1) hearing/communication/language acquisition; 2) the relationship between use of the auditory modality and language acquisition; 3) issues inherent to the process of oral language acquisition by hearing-impaired young children, and responses to those issues.
Inducing hearing-impaired children to use the auditory modality consists of having them forge “an active listening system via the auditory modality” through meaningful experiences in vocal communication. To forge such a system, the following conditions are necessary: 1) prelinguistic communication, 2) vocabulary growth, 3) acquisition of grammatical skills, 4) literacy and contextual understanding of conversation.
In discussing the development of the foregoing “system” for acquiring oral language, we note the importance of ability to perceive syntactic construction in speech. We also stress the significance of using visual cues in order to achieve maximum use of the auditory modality.View full abstractDownload PDF (1425K) -
Misao Nakazawa2007 Volume 48 Issue 3 Pages 263-269
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSIt has been a long-cherished desire to identify hearing-impaired babies as early as possible. Neonatal hearing screening, NHS, has dramatically increased this possibility. The early intervention strategy takes into consideration the hearing level, ability of speech discrimination, physical and mental development, and the mother's language in the family. Parents should be encouraged to learn a wide variety of aural and sign-based methods so that they may communicate with their child and help the child acquire language. The true benefit of NHS is to decrease language disabilities in hearingimpaired children, which contributes to their self-esteem. With NHS, hearing-impaired children will not be seriously handicapped in their social development.View full abstractDownload PDF (1124K) -
Yukihiko Kanda2007 Volume 48 Issue 3 Pages 270-276
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThis paper discusses auditory communication with cochlear implants. To begin, I show the results of measurements of sound pressure level in Japanese, the average threshold of a hearing aid-fitted child undergoing education by Japanese spoken language, the mean threshold with the hearing aid before cochlear implantation, and the mean threshold with the cochlear implant after implantation. The results are then considered.
I further discuss an important FM hearing system for handicapped children, language development and hearing communication, hearing communication through music enjoyment with Cochlear implant, hearing communication in school, and other points regarded as important after cochlear implants in children.
Psychologically, humans communicate on the basis of recognition and feelings. In addition to boosting hearing recognition by cochlear implant, also important is (re) habilitation employing an extensive psychological approach in line with the mindset and motives of the children affected.View full abstractDownload PDF (988K) -
Nobuya Fujiki, Yasushi Naito2007 Volume 48 Issue 3 Pages 277-283
Published: July 20, 2007
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSIn the human brain, central processing of auditory and visual languages differ. Using magnetoencephalography (MEG) and positron emission tomography (PET), we recorded brain activity during language processing in normal-hearing subjects, cochlear implant users and profound hearing-impaired children. In the MEG study, we elucidated that phonological processing of complex sounds is performed up to the auditory association cortex and visual language is processed through the dorsal route of the visual processing pathway. In the PET study, we found that noise activates only the primary auditory area and speech sounds activate both the primary auditory and auditory association areas. In cochlear implant users, Broca's area and the supplementary motor area were activated, in addition to the auditory association area, during hearing speech. In cochlear implant users whose speech perception performance was poor, the auditory association area was not activated by auditory input but was activated by visual input. In congenital profound hearing-impaired children, the less they used auditory information, the more the auditory association area was involved in visual language processing; furthermore, independent of their level of use of auditory skill, the visual processing pathway was more activated in this group.View full abstractDownload PDF (5264K)
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