All issues
Volume 36 (1998)
- Issue 5 Pages 1-
- Issue 4 Pages 1-
- Issue 3 Pages 1-
- Issue 2 Pages 1-
- Issue 1 Pages 1-
Volume 36, Issue 4
Displaying 1-9 of 9 articles from this issue
- |<
- <
- 1
- >
- >|
-
Satoru SATOArticle type: Article
1999 Volume 36 Issue 4 Pages 1-10
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purposes of the present study were to classify children with cerebral palsy in terms of the degree to which model pattern movements of the DOHSA method could be obtained, and to examine the developmental processes of movement corresponding to the respective clinical picture of each category identified. Factor analysis of data on the degree to which model pattern movements could be obtained in 171 children and youth with cerebral palsy, 4 to 18 years old, led to the development of a 5-movement disability rating scale. Cluster analysis using the index of scale scores led to classification of the children into 8 clusters. On the basis of data on the scale score profile, morbidity type, locomotion patterns, and secondary disturbances by cluster and data on movement modifications from a 5-year follow-up of 76 of the original children, developmental processes of movements and problems in movement learning were identified that corresponded to (1) a clinical picture such as hemiplegia, showing a good prognosis for walking, (2) a clinical picture showing a movement disability peculiar to deplegia and quadriplegia, (3) a clinical picture showing a typical posture associated with a general flexion pattern, and (4) a clinical picture showing a hypotensive inclination.View full abstractDownload PDF (932K) -
Masahiko INOUE, Michio OGAWA, Tugumichi FUJITAArticle type: Article
1999 Volume 36 Issue 4 Pages 11-21
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined the acquisition and generalization of the behavior of answering "wh"-question (e. g., what, who, where) of 3 children and 1 adolescent youth with autism. Using picture cards together with either vocal feedback training or visual prompt training, the students were taught to answer questions. Three of the 4 students did not acquire appropriate answering behavior in vocal feedback training, but did, in the visual prompt training. Then, in a non-training pictures probe, in-vivo situation probes (self doing, other doing), reading sentence probe and listening probe, generalization was found for the 4 students. The results show the importance of the visual prompt for the discrimination of complex verbal question stimuli. The results were discussed in relation to conditions necessary for establishing functional, genreralized question-answering behavior.View full abstractDownload PDF (1129K) -
Mayumi RYUZAKI, Tomohiko ITOArticle type: Article
1999 Volume 36 Issue 4 Pages 23-30
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present research examines the syntactic knowledge of passives in children with hearing impairments, focusing on their argument and phrase structure. Participants in the study were 90 children who were students in schools for children with hearing impairments. Three types of passives were used: direct passives, indirect passives with intransitive verbs, and passives with transitive verbs. The children were presented with pairs of pictures and sentences lacking noun phrases (that is, only verbs were presented). Then they were asked to complete those sentences by writing adequate noun phrases and casemarkers. The results were as follows: Although the percentages of correct sentences were below 50% in the three types of passives, and many errors of case-markers were observed, many sentences with correct argument structure were observed within those with case-marker errors. Moreover, there were sentences with correct argument structure and correct word order (in D structure) among those with case-marker errors. These results suggest that there are four different stages in the course of the acquisition of passives: the acquisition of (1) argument structure, (2) D structure, (3) S structure, and (4) case markers.View full abstractDownload PDF (747K) -
Masayoshi KOIKEArticle type: Article
1999 Volume 36 Issue 4 Pages 31-40
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe aim of the present study was to improve my way of teaching college students with hearing impairments, by referring to their comments on my lessons. At first, I asked the students to write comments about my lessons, and to judge the similarity between pairs of comments. The similarity data were computationally processed into a 2-dimensional plot by the method of multi-dimensional scaling. I had the students extract guiding principles for teaching from the plot, and judge preference between pairs of principles. The preference data were then computationally processed into a list of guiding principles in order of preference, using the method of Bradley-Terry's model. The list showed that the students seriously wanted to understand the lessons and to communicate with the academic staff after class.View full abstractDownload PDF (879K) -
Hideo NAGAOArticle type: Article
1999 Volume 36 Issue 4 Pages 41-48
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the actual conditions of daily life in children with epilepsy. Participants were 403 children and adults, aged 2 to 33 years. We made a list for guidance of daily life in children with epilepsy. On the basis of the degree of danger of accidents, the list was divided into 4 groups in order of danger, from A to D. Assignment to one of these groups was determined for each person by the physician in attendance. The actual method of use of the list was demonstrated with a representative individual in each group. Of the 403 individuals studied, Division A comprised 28 people (6.9%); Division B, 25 (6.2%); Division C, 91 (22.6%), and Division D, 259 (64.3%). The main environments of daily life of people in Divisions A and B were schools for pupils with disabilities and homes for people with disabilities; the people in Division C lived in a wide range of environments; Division D individuals were almost all involved in generic schools, enterprises, and other such settings. The conclusion is that the main problem for individuals in Divisions A and B is determining the actual method for individual guidance; in Division C, understanding and coping with epilepsy; and in Division D, resolving the social bias against epilepsy.View full abstractDownload PDF (930K) -
Takaharu ANDO, Tomoyoshi YOSHINO, Yasuo SHIMIZU, Yasuto ITABASHIArticle type: Article
1999 Volume 36 Issue 4 Pages 49-57
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the relations among articulation scores in speech perception, articulation scores in speech production, and hearing levels in children with hearing impairments. The results were as follows: (1) The relation of articulation scores in speech perception to those in speech production was high. This suggests the importance of auditory feedback for articulateness of speech production. (2) On the whole, scores of both speech perception and speech production became reduced as average hearing level increased. But in the case of some of the children with hearing impairments whose average hearing levels were between about 90 and 110 dB, a correlation was not found between each articulation and the average hearing levels.View full abstractDownload PDF (924K) -
Masataka WATANABE, Toshie YAMAGUCHI, Takeshi UEMATSU, Shigeo KOBAYASHIArticle type: Article
1999 Volume 36 Issue 4 Pages 59-69
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSShopping skills (purchasing behaviors) were taught to a 12-year-old boy with autism. First, the instructional universe was defined based on an analysis of shopping behavior in a natural environment. Second, a task analysis of shopping skills was done at four stores to define the response and discriminative stimuli. Then, shopping skills were taught in both simulated settings and in vivo settings. The results indicated that the youth acquired shopping skills at those four stores. It was reported that the youth became able to make purchases by himself in daily shopping. The results were discussed in terms of using general case instruction to teach generalized shopping skills, and structuring the in vivo environment so as to assist the youth's performance in such settings.View full abstractDownload PDF (1200K) -
Yumiko ISHIKAWA, Shinji OKAZAKI, Hisao MAEKAWAArticle type: Article
1999 Volume 36 Issue 4 Pages 71-78
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSChildren with Werdnig-Hoffmann disease have a rapid spinal muscular atrophy. Paralysis of all muscles severely limits their participation in ordinary life; patients are assisted in the long-term by a ventilator. Thus, they miss opportunities for development of verbal and nonverbal communication. In order to facilitate home care of children with Werdnig-Hoffmann disease, it will be important not only to ensure these children the least restrictive environment, but also to develop a way that they can communicate and especially a way for them to learn expressive behavior. The purpose of the present study was to enhance the communication competence of a child with Werdnig-Hoffmann disease, through developing a discriminative response to verbal stimuli. The results showed that the method was useful and made it possible for the child to express various intentions.View full abstractDownload PDF (907K) -
Tetsu'ichiro HORITAArticle type: Article
1999 Volume 36 Issue 4 Pages 79-84
Published: January 30, 1999
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSAmendments to the Individuals with Disabilities Education Act (IDEA) were signed into law on June 4, 1997. The major points of the amendments were: (1) projected changing of the funding formula; (2) the consolidation of articles into the relevant statutes; (3) reduction of unnecessary paperwork requirements; (4) strengthening of the role of parents; (5) provision of mediation and reduction of attorney's fees; and (6) the application of disciplinary measures to children with disabilities. It is remarkable that of these, the discplinary problem in particular was affected by a series of national educational policies that have been announced since the "America 2000" report of the Bush Administation. The members of Congress who initially submitted the 1997 amendments consistently resisted changes that would threaten the rights of children with disabilities. They were able to attain their original intentions by adopting some positions of the Republicans who had firmly opposed the initial amendments. As a result of this compromise, the bill passed was acceptable to both the submitting members and those who had firmly opposed it. Discussion in the present article points to the significance of the formation in the U.S. Congress of bipartisan agreements that make possible the passage of new laws and amendments to existing laws, even when initially there are various opposed points of view.View full abstractDownload PDF (760K)
- |<
- <
- 1
- >
- >|