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 5
Displaying 1-3 of 3 articles from this issue
- |<
- <
- 1
- >
- >|
-
Aya OSHIKA, Toyohiko HAMADAArticle type: Article
2010 Volume 47 Issue 5 Pages 281-294
Published: January 31, 2010
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to identify characteristics of children who, in addition to being deaf, have other disabilities, such as LD, ADHD, high functioning autism, or secondary disabilities. Results from screening tests were obtained from 85 out of 98 elementary schools and 70 out of 89 junior high schools throughout Japan for students who are deaf. The results were analyzed by factor analysis, and the children cluster-analyzed, based on the factor scores. In the elementary schools, 6 distinct groups were found: (a) children lacking communication skills and demonstrating obsessive behavior (9%), (b) children who had difficulties with language, arithmetic, and concentration (17%), (c) children with no special difficulties (43%), (d) children with hyperactivity (9%), (e) children lacking only language skills (13%), and (f) children having problems only in arithmetic (9%). In the junior high schools, the following 6 groups were identified: (a) students with no additional disabilities (54%), (b) students who had difficulty with language and arithmetic (11%), (c) students having problems only in arithmetic (8%), (d) students with hyperactivity (9%), (e) students lacking only language skills (9%), and (f) students showing obsessive behavior and having communication difficulties (8%). The proportion of students with no special difficulties increased with increasing age.View full abstractDownload PDF (1550K) -
Yasuaki SAITA, Nobutoshi TANAKAArticle type: Article
2010 Volume 47 Issue 5 Pages 295-306
Published: January 31, 2010
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined the developmental process of joint attention behavior in young children with delays in language or social ability. From when the children were 8 months old until they were 18 months old, their caregivers answered questionnaires every other month regarding the children's joint attention behavior. When the children were 18 months old, their communication development was assessed, and then they were divided into 3 groups: (a) those with language delay (LD; 95 children), those with social ability delay (SD; 32 children), and those with typical development (TD group; 1,528 children). Joint attention behavior and other variables were assessed, and the effects examined by 2-way ANOVA. Significant differences among the 3 groups were found in the development of joint attention behavior even before their first birthday. The social ability delay group showed significant differences in all item groups, compared with the children with typical development. However, the children with language delay did not show significant differences in the item groups concerned with the understanding of others' intentions. These results suggest that the development of joint attention behavior in the children with language delay was similar, although delayed, to that in the children developing typically, whereas the children with delays in social abilities did not acquire joint attention behavior to the same extent, even as they got older.View full abstractDownload PDF (1315K) -
[in Japanese], [in Japanese], [in Japanese]Article type: Article
2010 Volume 47 Issue 5 Pages 307-315
Published: January 31, 2010
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS
- |<
- <
- 1
- >
- >|