All issues
Volume 47 (2009)
- Issue 6 Pages 427-
- Issue 5 Pages 281-
- Issue 4 Pages 201-
- Issue 3 Pages 147-
- Issue 2 Pages 81-
- Issue 1 Pages 1-
Volume 47, Issue 4
Displaying 1-7 of 7 articles from this issue
- |<
- <
- 1
- >
- >|
-
Yasuko TSUNODAArticle type: Article
2009 Volume 47 Issue 4 Pages 201-212
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to examine how and why the group home system was established in Japan in 1989, focusing on the institution-led design of the system, which seemed to have had an effect on the growth of group homes. The results suggested that a rule that allowed care workers to have no professional qualifications resulted in the present situation in which institutions have come to assume the role of managing group homes. As a result of a reduction in the funds allocated for group homes in the national budget, the government had to employ as care workers people, such as middle-aged housewives, who were willing to work for low pay. A consequence of this has been that care workers in group homes became much more dependent on institutions, because the institutions' professional staff gave advice and support that helped the workers care for the people with intellectual disabilities who were residing in the group homes. The overall effect of this is that the residential policy for people with intellectual disabilities that values institutional care above community-based services has remained unchanged, despite lip service being paid to deinstitutionalization.View full abstractDownload PDF (1483K) -
Junya TAKAGI, Tomohiko ITOArticle type: Article
2009 Volume 47 Issue 4 Pages 213-220
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study aimed to investigate the relation between speech unintelligibility and phonological awareness in children with Down syndrome. The participants were 16 children with Down syndrome (average chronological age, 14.8 years; average mental age, 3.9 years), and 16 mental-age-matched children with mental retardation but without Down syndrome (average chronological age, 14.4 years; average mental age, 4.2 years). All participants were individually administered 3 tasks for the evaluation of phonological awareness: a moraic-segmentation task, an awareness-of-articulation-errors task, and an awareness-of-speaking-rate task. In the moraic-segmentation task, stimulus words were presented to the participants, who were instructed to divide the words into mora. In the awareness-of-articulation-errors task, stimulus words either with or without articulation errors were presented, and participants were asked whether the stimulus words were odd. In the awareness-of-speaking-rate task, stimulus words were presented at either a normal or a fast speaking rate, and participants were asked whether the stimulus words were odd. No significant differences were found between the 2 groups in terms of performance on the moraic-segmentation and awareness-of-articulation-errors tasks. However, the children with Down syndrome showed significantly lower performance on the awareness-of-speaking-rate task than the children without Down syndrome. These results suggest that there may be a relation between speech unintelligibility in children with Down syndrome and their awareness of speaking rate.View full abstractDownload PDF (822K) -
Katsuhiko MATSUOKAArticle type: Article
2009 Volume 47 Issue 4 Pages 221-230
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn the present study, various kinds of social activity situations, such as games, cooking, and making things, were created, and conditions required for skills that facilitate others' behavior, such as encouraging the other person to start cooking by handing over a knife or other object while saying "here you are," were investigated. Participants were 2 junior high school students, one of whom had learning disabilities, and the other, an autistic disorder. Their parents' comments and also direct observations had indicated that both participants had problems with such social skills. The intervention was verbal teaching followed by direct instruction through video and modeling. The participants acquired skills for facilitating others' behavior. Although this study is undeniably anecdotal, it was later reported that skills for facilitating others' behavior emerged in both students in everyday situations.View full abstractDownload PDF (1051K) -
[in Japanese], [in Japanese]Article type: Article
2009 Volume 47 Issue 4 Pages 231-243
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese]Article type: Article
2009 Volume 47 Issue 4 Pages 245-253
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
Takashi SAWAArticle type: Article
2009 Volume 47 Issue 4 Pages 255-264
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present article reviews current issues concerning linguistic competence and language acquisition by children with hearing impairments. The results of some recent studies, based on various linguistic theories, that focused on comprehension and production of language have clarified features of syntactic ability, semantic information processing, and use of words in the speaking and writing of children with hearing impairments. In particular, the theory of universal grammar (the principles and parameters approach) has contributed to explication of the process of language acquisition in children with hearing impairments. At the same time, cognitive linguistics theory and usage-based theory, new ideas for explaining language acquisition, have been developing. These latter theories regard cognitive ability and learning as important in the acquisition of language. Some of the studies based on these theories adopted an inductive approach that tried to clarify the process of language acquisition by examining features such as the use of words and constructions. It is important to have additional inductive studies based on an analysis of data on language use by children with hearing impairments.View full abstractDownload PDF (1335K) -
Hiroyuki ARIKAWAArticle type: Article
2009 Volume 47 Issue 4 Pages 265-275
Published: November 30, 2009
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSIn 2001, the National Research Council's Committee on Educational Interventions for Children with Autism reviewed comprehensive intervention programs for young children with autism. Programs based on applied behavior analysis, especially the work of Lovaas and his co-researchers at the UCLA Young Autism Project (UCLA YAP), had reported the best outcomes from interventions for children with autism. Lovaas (1987) designed an intervention that was used approximately 40 hours a week for a period of 2 or 3 years with an experimental group of children with autism who were under 4 years of age at the start of the study. Although the UCLA Young Autism Project program has not been effective for all the children with autism on whom it has been tried, it can be an effective intervention for some children with autism. After the intervention, 47% of the children in the experimental group were reported to have test results indicating normal IQ. However, because children with autism do not usually benefit from interventions to that extent, the results have been closely scrutinized and have received some major criticisms. One criticism has been that Lovaas used the word "recovery" to describe children who had achieved an IQ within the average range and placement in regular classrooms. Other criticisms focused on methodological limitations in Lovaas' research, including the lack of random assignment to groups. Recent replications have attempted to address these and other methodological criticisms, incorporating stronger methodologies, including random assignment to groups. In addition, variations of the original intervention protocol have been examined, including parent-managed, community-based, and school-based programs.View full abstractDownload PDF (1276K)
- |<
- <
- 1
- >
- >|