Journal of Special Education Research
Online ISSN : 2188-4838
Print ISSN : 2187-5014
ISSN-L : 2187-5014
Volume 4, Issue 1
Displaying 1-3 of 3 articles from this issue
Brief Notes
  • Soichiro Matsuda, Junichi Yamamoto
    2015 Volume 4 Issue 1 Pages 1-8
    Published: August 31, 2015
    Released on J-STAGE: July 31, 2016
    JOURNAL FREE ACCESS
    Autism spectrum disorders (ASD) and Williams syndrome (WS) exhibit contrasting forms of emotion comprehension; however, few studies have directly compared the two. In this study, we directly compared six children with ASD, chronological age 3–7, with six children with WS, chronological ages ranging 4–11, but were matched with the ASD children in terms of developmental age. The children’s development of emotion comprehension was assessed by intramodal (visual stimulus–visual stimulus) and cross-modal (auditory stimulus–visual stimulus) matching. Facial expressions were used as visual stimuli, and affective prosodies were used as auditory stimuli. Children with ASD were less accurate than those with WS on cross-modal matching, but equally accurate on intramodal matching. The results suggest that deficits in emotion comprehension among children with ASD may be related to difficulties in understanding the relationship between auditory and visual stimuli and the deficits may be greater at younger ages.
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  • Aimi Murao, Tomohiko Ito
    2015 Volume 4 Issue 1 Pages 9-15
    Published: August 31, 2015
    Released on J-STAGE: July 31, 2016
    JOURNAL FREE ACCESS
    Tense-marking errors are often observed in spontaneous speech of English-speaking children with specific language imparement (SLI), and a set of morphemes that marks tense are said to be clinical markers of SLI in English-speaking children. The purpose of this study was to examine whether the tense-marking errors are also observed frequently in spontaneous speech of Japanese children with SLI, and whether tense-markers also can be considered as candidate clinical markers of SLI in Japanese-speaking children. The participants were 7 SLI children (from 6;4 to 12;0) and 45 typically developing children (from 2;3 to 6;3). Spontaneous utterances of these children were gathered and analyzed. In 7 children with SLI, the percentage of tense-marking errors ranged from 0% to 0.8% (mean percentage was 0.4%). Tense-marking errors were not observed in the 45 typically developing children. The errors observed in SLI children were all substitutions. These results show that both the percentage and the type of errors in Japanese children with SLI were different from their English counterparts. These findings were discussed from clinical and cross linguistic points of view.
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Special Education in Japan
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