言語記号末習得児における記号形式‐指示内容関係の形成  [in Japanese] An application of the sign-significate relation to a language intervention program for languageless children.  [in Japanese]

Access this Article

Search this Article

Author(s)

Abstract

1) 言語記号未習得の言語発達遅滞児5例 (3~5歳) に, 記号形式―指示内容関係に基づく言語訓練を実施し, 訓練プログラムの有効性を検討した.<BR>2) 5例とも設定した記号形式―指示内容関係の段階すなわち, 〈段階2-1事物の機能的操作〉→〈段階2-2ふるい分け〉→〈段階2-3選択〉→〈段階3-1身振り記号〉→〈段階3-2音声記号〉, 以上の順に言語記号の習得に至り, 本訓練プログラムは有効だった.<BR>3) 言語記号の受信と発信の関係, 複数の訓練材料の使用, 身振り記号の意義等について論じた.

A systematic language intervention program which was developed based on the development of the sign-significate relation in language-delayed children was provided for five languageless children in order to investigate the effectiveness of the program. All five children acquired language following the same sequential order of the presumed development of the sign-significate relation. The sequential order was: 1) object manipulation, 2) sorting (matching method), 3) pointing (matching method), 4) gesticulate signs, and 5) speech (verbal language) . The relationship between verbal input and output (comprehension and production), the role of gesticulate signs in early symbolic development, and the appropriate types and combinations of therapy materials were discussed.<BR>Languageless children: language-delayed children who have not acquired receptive and expressive gesticulate signs and speech (verbal language) .

Journal

  • The Japan Journal of Logopedics and Phoniatrics

    The Japan Journal of Logopedics and Phoniatrics 30(4), 316-327, 1989

    The Japan Society of Logopedics and Phoniatrics

Codes

  • NII Article ID (NAID)
    130000993744
  • Text Lang
    JPN
  • ISSN
    0030-2813
  • Data Source
    J-STAGE 
Page Top