重度聴覚障害児における音声コミュニケーション様式―電話コミュニケーション指導が有効であった３症例の検討から―

DOI 被引用文献2件 参考文献10件

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タイトル別名
  • Vocal communication patterns in profoundly hearing-impaired children in telephone communication training
  • 電話コミュニケーション指導が有効であった3症例の検討から

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After analyzing speech content over the telephone for 3 months each following training of 3 profoundly hearing-impaired children who underwent telephone communication training forlyear, we found the following similar changes in the speech.<br>During early training, when the children were unable to catch what was said, they threw in words of agreement or made no response, so the conversation could not proceed. After undergoing training, they began to use strategy skills involving asking again, e. g., “Pardon?”, Requests, e. g., “Could you speak slowly?”, and reconfirmation even when they were unable to hear what was said. This prevented conversation from being interrupted and enabled them to maintain a conversation on the telephone without assistance. These strategy skills were provided by the therapist serving as the telephone caller be verbally instructing the children while they were on the telephone. The children first began using simple skills such as asking again and pronunciation awareness, and then duing the latter part of their training, demonstrated more advanced skills such as conjecture and intensive confirmation that encouraged them to think about conversation content.<br>Vocal communication by profoundly hearing-impaired children differs from that of normal children in that it exhibits the characteristic pattern of confirming what is being said and conveying this content to the other party while making frequent use of strategy skills. It is believed that only language training using communication in the method employed here instills in hearing-impaired children a sense of thoughtfulness and consideration of the other party, and makes it possible for such children to acquire these important strategy skills.

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