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Volume 51 (2013)
- Issue 5 Pages 407-
- Issue 4 Pages 335-
- Issue 3 Pages 261-
- Issue 2 Pages 81-
- Issue 1 Pages 1-
Volume 51, Issue 5
Displaying 1-4 of 4 articles from this issue
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Original Article
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Hitomi KUMA, Jun-ichi YAMAMOTO2013 Volume 51 Issue 5 Pages 407-419
Published: 2013
Released on J-STAGE: March 21, 2015
JOURNAL FREE ACCESSThe purpose of the present study was to examine whether children with autism could acquire and differentiate appropriate vocal requests in situations after training with the Picture Exchange Communication System (PECS; Bondy & Frost, 2002). With a multiple-baseline design, PECS training was given to 2 children with autism who were at the 1-word utterance level in their language development. The visual prompt fading procedure involved a gradual removal of the pictures. In baseline before the first intervention, the children did not make correct vocal requests in each situation. After training with multiple cues, including visual (PECS) and auditory (vocal imitation) stimuli, they could correctly say "give me", "take it", "teach me", and "look at". In generalization tests, the children produced the correct vocal requests for novel objects, situations, and persons. The purpose of the second intervention was to examine whether PECS would be effective for teaching 2-word utterances, using matrix training. After the training, both children could make correct sequential picture selections using the PECS strip and made correct vocal requests. In the matrix probes, both children produced correct vocal responses to untrained items. In the generalization probe, the children made correct vocal requests for novel objects, situations, and persons. These results suggest that PECS was an effective way to teach children with autism who were at the 1-word utterance level to extend the function and structure of their vocal requests.View full abstractDownload PDF (645K)
Brief Note
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Ikumi TSURUMA, Akira YOKKAICHI2013 Volume 51 Issue 5 Pages 421-430
Published: 2013
Released on J-STAGE: March 21, 2015
JOURNAL FREE ACCESSThe purpose of the present study was to examine the extent to which a lecture given in Japanese sign language (JSL) could be interpreted into oral Japanese, and how interpreters change what is being said when interpreting a university lecture. The JSL expression of a lecturer who was deaf was compared with the interpreted Japanese, and the percentage of interpretation was calculated based on the following formula: number of Japanese segments spoken by the interpreter/number of JSL segments expressed by the signer times 100. The segment used was the smallest language unit in Japanese that has meaning (bunsetsu); it is similar to a word in English. Changes of expression in the interpreted Japanese were also analyzed and categorized. In the analyzed portion of the lecture, the lecturer who was deaf signed 307 bunsetsu segments, and the 5 interpreters expressed 207 to 283 segments, or 41.7% to 71.8%. Although the differences among the interpreters were great, all the interpreters selectively interpreted the important parts of the lecture. Those interpreters who had a high interpretation percentage expressed the important bunsetsu with a suitable expressive manner. The categories of expressional change observed in the bunsetsu units were "same", "paraphrase", "addition", "omission", and "error". The pattern of these categories varied among the interpreters. However, all the interpreters paraphrased some of the JSL bunsetsu into the same oral Japanese bunsetsu, or, conversely, omitted the same JSL bunsetsu. The 5 categories identified in the present research are similar to those found when interpretation from English to oral Japanese is compared to interpretation from oral Japanese to signed Japanese.View full abstractDownload PDF (567K)
Review
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Keiko EJIRI2013 Volume 51 Issue 5 Pages 431-440
Published: 2013
Released on J-STAGE: March 21, 2015
JOURNAL FREE ACCESSThe present article reviews recent research on the employment of mothers who have children with special health care needs (CSHCN). Several studies have showed that such mothers have more difficulty balancing their caregiving responsibilities with the demands of their work, and have reported greater work loss as a result of their child's health care needs, compared to mothers of typically developing children. The work of mothers of children with special health care needs was affected not only by factors involving the children themselves (e.g., the severity of their disability), but also by factors in the family environment (e.g., family structure). The availability of a care support system was associated with lower rates of work loss. Furthermore, work loss affected the mental health of mothers of children with special health care needs. Unemployed mothers were more likely to report being depressed and anxious than were regularly employed mothers. Work loss also impacted on the mothers' financial status: families in which the mothers of children with special health care needs were unemployed tended to have lower average income than those in which the mothers were employed. The review highlights the importance of increasing the availability of resources for the care of children with special health care needs; this might help to increase employment opportunities for their mothers. Further studies in Japan should clarify current employment issues faced by mothers of children with special health care needs.View full abstractDownload PDF (362K)
Current Topic
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Tomohiro INOUE2013 Volume 51 Issue 5 Pages 441-450
Published: 2013
Released on J-STAGE: March 21, 2015
JOURNAL FREE ACCESSThe present article reviews experimental studies of auditory and speech perception in individuals with reading difficulties. Although the auditory temporal processing hypothesis proposed by Tallal and her colleagues (e.g., Tallal, 1980) has been the basis for many studies, other researchers have reported inconsistent results. Other types of auditory perception, including perception of the frequency, intensity, and duration of sounds, have also been investigated, although, for these, hypotheses have not been well established. In addition, categorical perception and speech-in-noise perception tasks have been used frequently to investigate speech perception in individuals with reading difficulties. However, findings on the correlation of speech perception deficits with reading difficulties have also been inconsistent. Thus, effects of perceptual deficits on reading difficulties remain unclear. Potential new research directions are proposed, as are important issues that should be addressed in future studies in order to improve the understanding of the relation between auditory and speech perception and reading difficulties.View full abstractDownload PDF (327K)
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