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Volume 36 (1998)
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Volume 36, Issue 2
Displaying 1-9 of 9 articles from this issue
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Yutaka EBISAWA, Shoko SHIMADAArticle type: Article
1998 Volume 36 Issue 2 Pages 1-10
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purposes of the present study were to examine the effects of gradual prompting upon problem-solving in compound tasks by children with intellectual disabilities, and to find out the characteristics of their problem-solving. The samples were 15 children 5 1/2 to 6 years old without disabilities and 15 children with disabilities, matched with the other children on MA (mean CA, 11.1 yr). The tasks were to categorize 4 out of 6 pictures arranged on a map, and to take the shortest route for collecting the 4 pictures. The experimenter's gradual prompting improved the participants' problem-solving. Problem-solving behavior was, however, unstable in both groups, probably due to the children's unstable ability to transform representation. The children with disabilities improved less when taking the shortest route, and were more influenced by distracters than the other children. This was regarded to be the result of difficulties in working memory and behavior control. Such characteristics were discussed in terms of the degree of task difficulty.View full abstractDownload PDF (989K) -
Yasuko KAWASAKI, Shinro KUSANAGIArticle type: Article
1998 Volume 36 Issue 2 Pages 11-19
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present investigation was to analyze the utterances of preschool children with hearing impairments, and to describe their mode of communication. The children were enrolled in programs at schools for students who are deaf that utilize the Total Communication philosophy. The data collected were analyzed in terms of the components of the children's utterances, communication modes, categories of their communicative functions, and the relation between the communication modes used and communicative functions. The results showed that components of the children's utterances increased as the children's age increased. Analysis of the modes used by the children indicated that they shifted from a pre-lingual mode, which consisted of action, to a lingual mode, which consisted of speech, finger-spelling, and signs. The younger children made more calls for attention and fewer references to events than the older children did. Finally, concerning the relationship between communication modes and the categories of their communicative functions, the data revealed that children at the age of 3 or 5 consistently used their main communication modes, regardless of the category of their communicative function. However, children at the age of 4 or 5 who had been shifting from pre-lingual modes to lingual modes used their communication modes distinctively according to the category of their communicative function.View full abstractDownload PDF (894K) -
Hironobu ODA, Tsugumichi FUJITA, Masahiko INOUEArticle type: Article
1998 Volume 36 Issue 2 Pages 21-31
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn the present experiment, using an alternating treatment design, the acquisition, generalization, and maintenance of 8 tasks consisting of 2 communication functions (mand vs. tact), 2 communication modes (receptive vs. expressive), and 2 communicative symbols (gesture vs. picture) were compared in 4 adolescents with profound intellectual disabilities and no receptive or expressive language. All subjects acquired 6 of the 8 tasks; the tasks not acquired were those in the receptive mode of manding, using either gestures or pictures. For all subjects, within the 6 tasks acquired, the tact function in the receptive mode using pictures was the most rapidly obtained and the most easily generalized and maintained, while the tact function in the expressive mode using gestures was the most slowly acquired and the most difficult to generalize and maintain. The communication function of manding was more easily acquired, generalized, and maintained than was tacting in the expressive mode for both types of symbols for all the subjects. For the tact function, both types of symbols were acquired, generalized, and maintained better in the receptive mode than the expressive mode for all subjects. Also, for all subjects, pictures were more easily acquired, generalized and maitained than gestures. These results suggest that training that uses as its communication mode a highly specific representational mode and/or gestures with high iconicity would be effective in helping people with profound disabilities and no or poor receptive or expressive language to acquire pointing and/or other gestures easily.View full abstractDownload PDF (1235K) -
Takashi SAWA, Tomoyoshi YOSHINOArticle type: Article
1998 Volume 36 Issue 2 Pages 33-41
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study was designed to examine the influence of figurativeness on metaphor comprehension in elementary, middle, and high school students with hearing impairments. 160 such students were tested on a metaphor-comprehension task. The percentage of students who answered correctly was the measure of the degree of difficulty of each metaphor sentence. Each metaphor sentence used was rated on 33 adjective scales by 45 undergraduates. Factor analysis was applied to the data from the undergraduates' ratings. The present study had two goals: One was to examine the relationship between figurativeness and difficulty in the comprehension of metaphors. The other was to compare the influence of the figurativeness of the metaphors on the results from the good comprehension group (G-group) and poor comprehension group (P-group) of subjects with hearing impairments. The main results were as follows: (1) Metaphor sentences that were idiomatic or impressive (e. g., "The lion is a king." "The cook is a magician.") were easy to comprehend. (2) Metaphor sentences that were intellectual (e. g., "The engine is a heart") were difficult to comprehend. (3) Intellectuality and impressiveness of metaphors influenced the good comprehension group's comprehension, and the idiomatic nature of metaphors influenced the poor comprehension group's comprehension.View full abstractDownload PDF (954K) -
Junko ISOGAI, Susumu SATO, Toshihide KOIKE, Akiyoshi KATADAArticle type: Article
1998 Volume 36 Issue 2 Pages 43-52
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study aimed to examine the effects of a program for training teachers to understand non-verbal requests of children with severe mental retardation. If as a result of this training program, teachers understand these non-verbal requests, they will be able to communicate with such children more easily. This is important for the children's education. In Study I, a videotape of the behavior of a child (Y) with severe mental retardation was shown to 86 junior college freshmen. The viewers were asked to describe what the child was doing. 5 scenes showing requests, and 5 non-request scenes were presented in random order. Each scene was shown for 2, 4, and 6sec. The following year, a videotape of the behavior of another child (H) was shown to the training group (43 junior college second-year students). 5 scenes showing requests were presented in random order for 2, 4, and 6sec. After the viewers had described what the child was doing, the experimenter explained 3 points: situational information, normative information, and personal information. Then a videotape of the behavior of child Y was shown to the trained group and to an untrained control group. The results from the trained group, the control group, and the freshmen were then compared. For request scenes shown for 2sec., the proportion of correct responses of the trained group was significantly higher than in the control group. The results from the second-year students were superior to those of freshmen. In non-request scenes, the results were the opposite of those for the request scenes. In Study II, a videotape of the behavior of one of the children was shown to 55 junior college freshmen, and, the next year, a videotape of the behavior of the other child was shown. The results were similar to those of Study I. Thus, we concluded that the teacher training program was partially effective for increasing the understanding of non-verbal requests of children with severe mental retardation.View full abstractDownload PDF (1080K) -
Hitomi HANADA, Kaoru OHZURUArticle type: Article
1998 Volume 36 Issue 2 Pages 53-61
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSFor a long time, it has been known that there were differences in the intellectual development of very low birthweight infants, correlated with their birthweight. The present study investigated the relation of the behavior of very low birthweight infants while taking an intelligence test and their IQ as measured by that test. Participants in the study were 36 preschool children, aged 6 years, who had been very low birthweight infants. They were tested, and their mothers were asked by a psychologist about their behavior in their daily lives. The results were as follows: Though there were no significant differences in IQ in relation to birthweight, IQ scores of the "problem behavior group" were lower than those of the "nonproblem behavior group". The problem behavior group scored lower on "Information", "Similarities", "Vocabulary", "Picture Arrangement" and "Object Assembly" than did children in the non-problem behavior group. The children's behavioral problems while taking the test were similar to the behavioral problems in their everyday lives at home, as described by their mothers. Therefore, it is suggested that in order to discuss intellectual development and develop support programs for very low birthweight infants, one needs to consider their behavior in addition to their birthweight.View full abstractDownload PDF (942K) -
Kei OGASAHARAArticle type: Article
1998 Volume 36 Issue 2 Pages 63-72
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to attempt to shape the verbal behavior of two children with developmental disabilities, using procedures based on the delayed compelling model. The definition of the compelling conditions was that the children might emit any spontaneous responses but were not allowed to leave the situation. The procedure was as follows: (1) Objects that the child preferred or needed were presented. (2) After a few seconds, the verbal cue, "What do you want?" was presented. (3) If, after a few seconds, the child did not emit any responses, an appropriate verbal model was presented. (4) The model was repeated until the child emitted the target behavior. (5) Time delay was used to promote verbal responses.Responses that the children already had in their repertories were equivalent in function to the target behavior. The responses were divided into two classes: in-class and out-of-class. In-class responses were those that the children used to transmit their demands to the mediator, and to get particular reinforcers. Out-of-class responses were those that had the function of demanding, but which failed to transmit the children's demands to the mediator or to get reinforcers. The procedure based on functional equivalence had the effect of promoting in-class responses and suppressing out-of-class responses, and the children produced demanding verbal behavior spontaneously. This is suggested that the experimental conditions and the procedure were effective.View full abstractDownload PDF (1097K) -
Kazunari OHTAKEArticle type: Article
1998 Volume 36 Issue 2 Pages 73-80
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study investigated the perception of amplification through hearing aids by students who are deaf. A survey was made of 114 high school students of a school for students who are deaf. The survey consisted of two parts: one part was about personal hearing aids, and the other about group hearing aids. According to the results of this survey, 93% of the students wear hearing aids, and about 80% of them wear the hearing aid at all times except during physical exercise. More than 47% of the students reported that in quiet surroundings, it was easier to talk with other people if the students used a hearing aid than if they did not use it. It has also been proved that the degree of the students' auditory utilization is much higher when sounds and voices are received through a hearing aid, and that many students are more sensitive to sounds and voices when a hearing aid is used. From these results, it is evident that there are many points that we teachers should take into consideration in terms of the amplification of sound through a hearing aid. Some problems with the loop system used in group hearing aids need to be solved.View full abstractDownload PDF (703K) -
Hiroko FURUTA, Tomoyoshi YOSHINOArticle type: Article
1998 Volume 36 Issue 2 Pages 81-88
Published: September 30, 1998
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purposes of this study are to clarify the present situation of hearing impairment among children in developing countries and to provide basic perspectives in international cooperation to cope with this issue. The results of the present study are as follows: (1) The main cause of hearing impairment in children in developing countries is otitis media and its sequelae. (2) Prevention of hearing impairment can be done cost-effectively; the most efficient way is vaccination. (3) "Public Ear Health" should be established in the context of primary health care. (4) The hearing aids should be structurally simple, and technicians to deal with the hearing aids are necessary. (5) The need to train audiological assistants is urgent. (6) It is necessary to develop appropriate technology in audiological testing and evaluation which is different from that used in developed countries. (7) In the process of international cooperation, it is necessary to give priority to the needs in the community and to consider the specific problems in developing countries, such as the "brain drain".View full abstractDownload PDF (832K)
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