The Japanese Journal of Special Education
Online ISSN : 2186-5132
Print ISSN : 0387-3374
ISSN-L : 0387-3374
Volume 19, Issue 1
Displaying 1-6 of 6 articles from this issue
  • YORIO SHIMIZU
    Article type: Article
    1981 Volume 19 Issue 1 Pages 1-10
    Published: July 20, 1981
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The present study is a pragmatic analysis on mother-child interaction of two 4-year-old deaf children. One pair was of deaf mother and deaf child, and another was of hearing mother and deaf child. The deaf mother and child used sign language, finger spelling, pantomimic gestures in addition to oral language in their interaction, while the hearing mother depend exclusively on oral language in relating to her deaf child. Each pair was observed during free plays with VTR, and the protocols of their communication were analysed. The results of analysis on behavioral characteristics are as follows: 1) The manual child was coherent in maintaining the central theme of communication. 2) The manual child showed higher abilities in spontaneously initiating communication with others. 3) The oral child was superior to manual child in use of oral language. The former produced more two word utterances than the latter. However, this difference seems to superficial in view of their total communication skills including pragmatic conditions. 4) The manual child aiso exhibited such behavior as to make fun of her mother by language. In other words, he can look objectively the relation between mother herself, predict her mother's response, and enjoy herself in obtaining that response by language. It was suggested that those difference of communication modes between the oral and manual deaf children depend upon early initiation of manual communication than the children's personality factors. That is, early acceptance and production of locutionary act by manual communication allows the child to initiate communicational behavior and to elaborate its skills. On the other hand, the oral method puts a child in a "language training" situation in which communication tends to lose its primary purpose and becomes unnatural. Further, there is a tendency that only surface words or sentences are acquired in those "training" conditions. The acquired language would lack illocutionary forces which indicate communicative intentions. As a result, the child often exhibits simple repetition of his mother's utterances, or utters something which illocutionary forces are ambiguous. The early acceptance of locution by using manual language provides another abvantage in the manual child who can easily comprehend higher locution as "reasoning", and this would play an important role on the social development of the child.
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  • MICHIHARU TANAKA
    Article type: Article
    1981 Volume 19 Issue 1 Pages 11-20
    Published: July 20, 1981
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The purpose of the investigation was to examine the effect of response verbalization on the problem-solving, using the mentally retarded. This study employed a three-choice discrimination task (probability learning task) in which only one stimulus was partially reinforced, the other two yielding zero reinforcement. The subjects were 30 mentally retarded children in each of three MAgroups with mean MA of 4・5, 6, and 7・8. The experiment was designed to be divided into three experimental groups in each of MAgroups. In the one group (self-verbalized group), subjects verbalized the outcome of choice response for themselves; while in the other group (other-verbalized group), subjects were given its verbalization by others. And in control group, subjects didn't verbalize and were given nothing without common instruction. The main results were as follows: The effects of response verbalization on problem-solving were found in 4・5 MAgroups and 7・8 MAgroups, but weren't found in 6 MAgroups. In 4・5 MAgroups, verbalization by others made subjects capable of changing maximizing behavior, i. e., patterning, win-shift and lose-shift, And in 7・8 MAgroups, subjects who verbalized the outcome of choice response for themselves showed more patterning and less maximizing response. Based upon the results above, the role of response verbalization in the processes of solving probability learning task was discussed by following point of view, i. e., facilitating cognize the quality of stimulus elements and understand the relation among its.
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  • YOSHIKAZU KAMIMURA, KATSUHIKO KUSANO
    Article type: Article
    1981 Volume 19 Issue 1 Pages 21-27
    Published: July 20, 1981
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    Very low rate of gross bodily activities are observed more frequently in children with Down's syndrome than in nonretarded children. This study was designed to observe the characteristics of habitual physical activity of children with Down's syndrome. Five Down's syndrome boys, ranged in ages from 8 to 15 years, and their IQ scores ranged from 34 to 44, were selected as the experimental subjects. The comparison group consisted of 6 mentally subnormal boys with IQs ranging from 45 to 68. Their ages ranged from 9 to 15 years. Both group of subjects were selected from the same school and residence for mentally retarded children. Two types of observation were simultaneously undertaken in a day from 7:00 am to 7:00 pm. One observation was on thier action type, and the other was on its heart rate level which is widly accepted as an index of energy expenditure level. Each activity directly observed was classified into seven types of action such as, 1) running 2) walking 3) standing 4) sitting on the chair 5) sitting down 6) sitting on the floor and 7) lying on the floor. In "running" and "walking", the Down's group showed them significantly less often than the control group (U test, P<0.05). In the free ranging situation, they tended to spend much time in indoor space sitting on the floor compared with the control group (U test, P<0.05). The hypoactive tendency was also observed in the results of heart rate variation profile. Heart rate, transmitted from the subject via a telemetric system, was continously counted every two minutes and the Down's group showed little periodic change in heart rate level throughout the day. Mode value on the heart rate distribution curve was 76 beats/min. in Down's syndrome and 98 beats/min. in control group. Four of six control subjects showed strong motor activity in which heart rate level exceeded 180 beats/min., but no one in Down's group experienced. The results were disscussed in relation to brain-injured symptoms, respiro-circulatory defects, hypotonia of muscle and over-protection in nurture.
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  • KUNIAKI SUGAI
    Article type: Article
    1981 Volume 19 Issue 1 Pages 28-36
    Published: July 20, 1981
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    The aim of this study is to investigate the development of sound perception in hearing children. The subjects were 57 children aged 1 through 4 years old in the first experiment, 477 children aged 1 through 3 years old in the census and 20 mentally retarded children aged 7 through 16 years old whose mean MA were 4.4 years in the second experiment. Here, sound perception means how infants can correspond an input sound stimulus to output sound stimulus using an input-output circuit in their sensory organs. There were two sound perception tests. One was a word repetition test used with their auditory-articulatory circuit; the second was tapping the castanets which used their visual, auditory-hand circuit, and auditory-hand circuit. Response was evaluated as follows: If children respond to the same number of sound corresponding to input sound stimulus, the response was evaluated as a right response. In the word repetition test, the number of beats which was included in each syllable was evaluated. So in this case, a pronunciation of each phoneme was not evaluated. Results were as follows: In the word repetition test (auditory-articulatory circuit), 18-23 months children can perceive the 2 beats, 24-30 months children 4 beats, 31-35 months children 5 beats. And in the tapping test (visual, auditory-hand circuit), 18-30 months children can perceive 2 beats, 31-41 months children 3 beats, 42-47 months children 4 beats. In another tapping test (auditory-hand circuit), 24-30 months children can perceive 1 beat, 31-35 months children 2 beats, 36-41 months childsen 3 beats, 42-47 months children 4 beats. The same effects of above 3 tests were observed in the census of 477 children. Correlations of the sound perception abilities between each circuit (3 circuits) are highly correspondence. High correlations (0.86-0.66) are observed before 24 months hearing children. The same tendency of effects is observed on mental retardation (0.72-0.42). With consideration of motor development of infants and this effects, these findings reveal to us that, before children learn to discriminate the sound of phonome using auditory-articulatrry circut, they learn to perceive the beats corresponding with their body-movement (tapping was used in this study). These sound perception abilities are considered as basic abilities which are indispensable to formulate the phoneme discrimination abilities. This effect is a very significant finding for the formation of speech and auditory training for infants who can't speak.
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  • YOSHITAKA KONNO, KIYOSHI OHNO
    Article type: Article
    1981 Volume 19 Issue 1 Pages 37-47
    Published: July 20, 1981
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    It has been recognized that the children with minor brain dysfunction syndrome show various behavior disorders such as high level of motor activities (hyperactivities), short attention span, low frustration tolerance, hyperexcitability, low ability of impulse control, disabilities in academic skills, difficulties in interpersonal relationships. In the present study, authors aimed to clarify the developmental aspects of these symptoms, to compare those of autistic children with hyperactive ones. Subjects used in this study were 28 children. And they were divided into two groups according to the symptoms "aloneness" or "lack of affective contacts". One was the autistic group (14 subjects, the mean CA was 6.7 years, ranged from 4.9 to 11.4 years), and the other was the hyperactive group (14 subjects, the mean CA was 5.7 years, ranged from 2.1 to 8.1 years). Those children who had EEG abnormalities, epileptic seizures, gross motor disorders, hearing handicaps and visual handicaps were excluded. The data used in this study contained detailed histories of the development of each children reported in their own parents' interview. And these data were analyzed corresponding to three successive phases of the course of the development. The first phase was from birth to the establishment of walking behavior (the walking),the second one was from the walking to 25 months after the walking, and the third one was from the walking to 60 months after the walking. The behaviors used as indexes of the development in each phases were as follows; Phase I: sucking behaviors, cryings for feeding, responses to stimuli, smiling behaviors, babblings and attachment to the person. Phase II: hyperactive behaviors, temper tantrums and perseverative behaviors. Phase III: verbal behaviors, pointing behaviors, eye to eye contacts, sympathetic smilings and imitative behaviors. The results obtained were as follows; 1) On the phase I , the both groups showed similar behavior disturbances or symptoms. In the hyperactive group, the symptom first appeared was hyperactivity, and then came temper tantrum and perseveration. In the autistic group, first appeared temper tantrum or emotional lability whose causes were not clear. These results suggested that one of the main difficulties found in hyperactive children was disability to control motoric activities. On the other hand, autistic children suffered from self-controlling emotional activities. 2) Characteristic differences in hyperactive behaviors were also found in both groups. While in the autistic group, their hyperactive behaviors were sometimes characterized as "self-generative" or "self-stimulative" stereotyped movements, few hyperactive children showed such movements. Their movements might be rather classified as impulsive approaches to objects and a lack of concentration. 3) On the phase III, adaptive behaviors such as verbal behaviors, eye to eye contacts, pointing behaviors, sympathetic smilings and imitative behaviors were developed gradually in the hyperactive group. Verbal behaviors and eye to eye contacts behaviors disappeared suddenly in the autistic group during 24 months after the walking. The affective contacts to the person also disappeared. These developmental processes were recognized as one of the features characteristic of autistic children. According to recent researches, it was suggested that those "regressions" would be attributed to the disintegration of the motor and sensory systems into the highly organized behavior.
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  • MAKOTO ENDO, FUMIKO SAKANO, TERUO KURAHAYASHI
    Article type: Article
    1981 Volume 19 Issue 1 Pages 48-56
    Published: July 20, 1981
    Released on J-STAGE: July 28, 2017
    JOURNAL FREE ACCESS
    This is the follow-up servey of 22 stuttering school children who had been seen in the speech therapy programs of a certain elementary school during the five-year period between April 1974 and March 1979. We were able to collect information about 21 cases through interview or telephone. The length of time following dimissal from therapy ranged from five to sixty-four months; 18 cases had been dismissed more than one year previously. At the time of follow-up assessment, 19 cases were reported to be either no longer stuttering (cured) or to be stuttering very occasionally (almost cured). Only 2 cases, who were interviewed five months after termination of treatment, were reported to experience recurrence of stuttering usually, but to be better than when dismissed from therapy.
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