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Volume 45 (2007)
- Issue 6 Pages 365-
- Issue 5 Pages 243-
- Issue 4 Pages 179-
- Issue 3 Pages 117-
- Issue 2 Pages 67-
- Issue 1 Pages 1-
Volume 45, Issue 3
Displaying 1-5 of 5 articles from this issue
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Junya TAKAGI, Tomohiko ITOArticle type: Article
2007 Volume 45 Issue 3 Pages 117-125
Published: September 30, 2007
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the features of disfluent utterances of youth with Down's syndrome. It has been said that the prevalence of stuttering is higher in children and youth with Down's syndrome than in young people with other types of intellectual disabilities or without disabilities. However, to our knowledge, features of the disfluent utterances of children and youth with Down's syndrome have not been studied. In the present study, disfluent utterances of 20 youth with Down's syndrome (12 boys, 8 girls; average CA:15:6) were classified into 2 categories: stuttering-like disfluencies and disfluencies resembling those often observed in young people without Down's syndrome. The results were as follows: (1) Features of the disfluent utterances of the Japanese youth with Down's syndrome were more similar to those of youth who stutter than to those of youth without disabilities. (2) When the 20 participants were classified into 3 groups on the basis of the characteristics of their disfluencies: a stuttering group, a non-stuttering group, and a middle group, it was found that the stuttering group had a higher frequency of stuttering-like disfluencies than of ordinary disfluencies, and that the non-stuttering group had a higher frequency of ordinary disfluencies than of stuttering-like disfluencies. The middle group showed no difference in frequency between the two types of disfluency. (3) No difference was observed among the 3 groups in the frequency of ordinary disfluencies.View full abstractDownload PDF (889K) -
Miyuki SAKAGUCHI, Satoshi BEPPUArticle type: Article
2007 Volume 45 Issue 3 Pages 127-136
Published: September 30, 2007
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSPublished research on mothers of children with autism has failed to differentiate between stressors and stress responses. The objective of the present study was to examine the structure of stressors in mothers of preschool children with autism. Mothers of children with autism (N=115) and mothers of children with other disabilities (N=115) were asked to complete questionnaires about stressors and stress responses. Factor analysis revealed 4 reliable stressor dimensions: problematic behaviors, lack of social support, lack of attachment behavior in the children, and the participants' perceived lack of confidence as mothers. These 4 stressor dimensions were significantly related to the mothers' stress responses. The mothers of the children with autism showed significantly higher scores on specific stressors, i.e., problematic behaviors and lack of attachment behavior in their children, than did the mothers of the preschool children with other disabilities. The differences between the two groups of mothers in lack of social support and lack of confidence as mothers were not significant. The mothers of children with autism also showed higher stress responses than did the mothers of children with other disabilities.View full abstractDownload PDF (1188K) -
Kohji TANAKA, Sawa SAITOArticle type: Article
2007 Volume 45 Issue 3 Pages 137-148
Published: September 30, 2007
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present research was to survey methods used at schools for students who have hearing impairments to teach the children written language. Of 127 teachers from 17 schools throughout Japan who were requested to fill out a questionnaire, usable replies were received from 92 teachers. The results were as follows: (1) Instruction in written language often occurred not only in Japanese language classes, but also as an activity to promote self-reliance and in after-school sessions and during recess. (2) Materials used to teach children to master fundamentals of written language included diaries and descriptions of impressions. (3) Comments evaluating the students' writing were provided mainly as part of the instruction, and varied according to the students' overall difficulty with written language. (4) Motivation was a part of instruction, including word choice, sentences, and compositions. (5) Written language was evaluated mainly on the basis of the comments and the instruction.View full abstractDownload PDF (1213K) -
[in Japanese], [in Japanese], [in Japanese]Article type: Article
2007 Volume 45 Issue 3 Pages 149-159
Published: September 30, 2007
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese], [in Japanese]Article type: Article
2007 Volume 45 Issue 3 Pages 161-173
Published: September 30, 2007
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS
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