〈Ｓ－Ｓ法〉に基づき訓練を実施した言語発達遅滞児の２症例　　包括的訓練プログラムの適用

DOI 被引用文献2件 参考文献22件

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  • Training Processes in Two Children with Delayed Language Applications of Comprehensive Intervention Programs Based on Sign-Significate Relations Model.
  • —Applications of Comprehensive Intervention Programs Based on Sign-Significate Relations Model—
  • ―包括的訓練プログラムの適用―

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We, the subcommittee members, created the National Rehabilitation Center ‹S-S Test› for language retarded children with sign-significate relations in 1987, and subsequently developed comprehensive intervention programs. The developmental processes of two children with delayed language, who participated in comprehensive intervention programs based on the Sign-Significate Relations Model are reported. One was a 3-year-old languageless child with severe mental retardation who initially could not understand or speak any words, but after two years of comprehensive intervention became able to understand almost a hundred individual words (object names and some verbs) .<BR>The other subject was a 4-year-old autistic child who could understand 3-word sentences but could not speak (severe expressive language delay) . After one year of training, he learned to speak fluently. The important points discussed are as follows:<BR>1) improvement of assessment batteries and intervention programs for languageless childern<BR>2) daily life structured programs for family members and care staff<BR>3) acquisition model for expressive language including speech, gestures, figurative symbols and literacy<BR>4) comprehensive intervention programs<BR>5) Test of question-answer interaction development for evaluating ability of conversational behaviors.

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