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Volume 34 (1996)
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Volume 34, Issue 4
Displaying 1-9 of 9 articles from this issue
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Yumiko SUZUKI, Kazuhiro FUJITAArticle type: Article
1997 Volume 34 Issue 4 Pages 1-10
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to develop an intervention program to establish eye pointing as a choice behavior in children with cerebral palsy whose expressive behaviors were limited, and then to examine the effectiveness of this intervention program. The program has three features: (a) it makes use of eye movements so that it can be utilized by children with extremely limited expressive behavior, so long as they can move their eyeballs voluntarily; (b) the situation used in the program was designed to be simple, so that children who are in an early stage of communication development can use the targeted choice behavior to get a toy; and (c) the program's procedure is simple and clear, so that it can be put into practice easily. Three children with cerebral palsy who were in different stages of communication development went through Stages 1, 2, and 3 of the program. The result of this intervention procedure was that eye pointing was successfully established as a choice behavior. Therefore, this program is effective in establishing eye pointing as a choice behavior in children with cerebral palsy who have limited expressive behavior.View full abstractDownload PDF (879K) -
Emiko KAMIKUBO, Shizuo HIKI, Yumiko FUKUDAArticle type: Article
1997 Volume 34 Issue 4 Pages 11-18
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSAs part of a study on the significance of various language media in the social activities of persons with hearing impairments, the selective use of language media for communicating and the usefulness of sign interpreters in different circumstances were investigated. The data were collected from a survey conducted in 1991 by mailing questionnaires to persons with severe hearing impairments living in Tokyo and its neighboring prefectures. Responses were received from 1,700 males and females, between the ages of 20 to 70. Responses to the items regarding the use of oral and manual methods and conversation by writing were analyzed with regard to their efficiency in different circumstances. The following results were obtained: Use of language media and their efficiency differed significantly depending on the circumstances for the use of language in daily life, such as for travel, at municipal or police offices and hospitals, at the entrance and graduation ceremonies of their children, at meetings of Parent-Teacher Associations (PTA), or for understanding announcements at railway stations or in buses and trains; assistance from sign interpreters and accompanying persons was useful in some circumstances.View full abstractDownload PDF (756K) -
Yuko TASAKA, Shoko SHIMADAArticle type: Article
1997 Volume 34 Issue 4 Pages 19-30
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThis study was aimed at examining not only the development of problem-solving via manipulation, looking behavior, and utterances toward an experimenter, but also the development of planning according to the modification or addition of another person as a factor in the Planning System Model (Maruno, 1985), composed of metacognitive, operative, and functional levels. The sample included twenty 2-, 3-, 4-, and 5-year-old children without retardation, and 10 children with retardation matched on MA (CAs 6.5 to 11.9 years). Each child was asked, in the presence of a model, to compose 5 seriated nesting cups under 5 conditions. With increasing age, both groups of children demonstrated strategy choice and looking behavior appropriate to the change of task conditions in problem-solving. The levels of problem-solving were higher in the children with retardation than in the 2- and 3-year-olds without retardation. These results were, however, reversed in the 4- and 5-year-olds. The 2-year-old children without retardation showed the lowest level in planning. In the children without retardation, planning abilities increased remarkably between the ages of 3 and 4. The planning abilities of the children with retardation whose MA was that of a 2-, 3-, or 4-year-old fell into levels between their 3- and 4-year-old counterparts without mental retardation. The children with retardation whose MA was that of a 4- or 5-year-old exhibited lower levels of metacognitive planning than children of that chronological age but without retardation. The modified Maruno's Model with addition of another person as a factor was verified, since the utterances asking for the experimenter's assistance and confirmation appeared at the 3 levels of planning of non-sufficient development.View full abstractDownload PDF (1426K) -
Yusuke SAITO, Shinro KUSANAGIArticle type: Article
1997 Volume 34 Issue 4 Pages 31-38
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSNew testing material has been developed to study the effects of syllable visibility on speechreading performance of children with hearing impairments. The material consists of 20 Japanese words, all of which are familiar ones of 3 moras. According to visibility level (high/low) and difficulty in lexical meaning (easy/difficult), these words are classified into 4 experimental conditions: high visibility/easy meaning (HE), high visibility/difficult meaning (HD), low visibility/easy meaning (LE), and low visibility/difficult meaning (LD). In an experiment, 20 words videotaped at random with an SVHS VTR were presented without speech sound to 40 children with hearing level of over 90 dB through a 27-inch color CRT monitor. The best score was made under the high visibility/easy meaning (HE) condition. Under the high visibility/difficult (HD) and low visibility/easy (LE) conditions, the scores were almost the same. The worst score was made under the low visibility/difficult (LD) condition. By using ANOVA, it was found that syllable visibility affected not only words with easy meanings but also difficult wrnds.View full abstractDownload PDF (955K) -
Shinji TANIArticle type: Article
1997 Volume 34 Issue 4 Pages 39-46
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of this investigation was to teach color concepts to a child (10 years old when this investigation was conducted) with severe mental retardation and autistic traits. When a match-to-sample procedure was used, the child did not learn to select color cards when the color name was presented orally. Naming the color cards was also not learned. Therefore, an intraverbal response to objects or a painted object card was taught. On some colors, when intraverbal responses were learned, both selecting color cards and naming color cards was possible without training. These results were discussed in relation to intraverbal responses.View full abstractDownload PDF (768K) -
Hideki SAKIHARAArticle type: Article
1997 Volume 34 Issue 4 Pages 47-53
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThis study aimed to examine the self-perception of stutterers. Eighty scales, partially adopted from Mizumachi (1982, 1991), were arranged in semantic differential format. Five equal-appearing intervals were adopted between the bipolar adjectives. Thirty-five stutterers (CA from 19-54, mean CA 30.1) were asked to rate each scale according to their self-perception. The main findings were as follows: (1) A statistically significant Spearman correlation was found between the results on the scale measuring severity of stuttering and 28 of the semantic differential items. (2) Those stutterers who regard themselves as "mild" stutterers were found to be more "positive" and "sociable". At the same time, they consider themselves to be less "persistent" and "nervous". (3) The older stutterers were also found to consider themselves more "positive" and "sociable", whereas the younger stutterers regard themselves as more "clean" and "friendly". (4) In treating these stutterers, the various aspects of the present study should be carefully considered.View full abstractDownload PDF (676K) -
Kazutoshi UEOKAArticle type: Article
1997 Volume 34 Issue 4 Pages 55-62
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn this research, we asked three groups … employers, teachers, and parents … what abilities they thought would be necessary for youth with mental retardation to get a job; the results showed clearly what their attitudes were. The results were as follows: (1) The employers selected many items concerning basic things for living, among those items considered necessary for youth with mental retardation to get a job. Teachers, on the other hand, showed a tendency to look upon items concerning working as more important. (2) Parents had a stronger hope that their sons and daughters with mental retardation could get a job than the teachers did. (3) Employers considered neither the youths' level of disability nor their abilities as such important factors in getting a job, but the teachers and parents considered these to be very important. Comparing their answers, we discussed how we should teach in order to enable such youths to get jobs.View full abstractDownload PDF (885K) -
Koichi HARA, Bensaku NISHIMURA, Toru WATAMAKI, Yoshishige KOIZUMI, Tsu ...Article type: Article
1997 Volume 34 Issue 4 Pages 63-68
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of this investigation was to explore developmental subgroups of infants with Down syndrome. Participants were 150 children with Down Syndrome, between 1 and 3 years old, all of whom had been diagnosed as standard trisomy 21. Each age group consisted of 50 subjects. Mothers' evaluations of their children's development on Tsumori-Inage's questionnaire of infants' mental development were used. Cluster-analysis was employed to classify their data. The following findings were obtained from this analysis: 1) The 1-year-old group divided into 3 subgroups; the 2- and 3-years-old groups divided into 5 subgroups. 2) Profile patterns of 5 sub-domains (motor, exploration, and manipulation; social behavior; eating; custom of excretion and toilet training; speech and comprehension) that emerged for each subgroup exhibited different patterns in each age group. Each subgroup at all ages varied in terms of the combination of their development in the 5 sub-domains. 3) These findings suggest that the subgroup that developed fastest separated from the other subgroups from around the time the children were age 3, and the subgroup slowest in developing separated at age 1.View full abstractDownload PDF (589K) -
[in Japanese]Article type: Article
1997 Volume 34 Issue 4 Pages 69-76
Published: January 31, 1997
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (969K)
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