A Systematic and Practical Study of Communicative Functions in Developmentally Disordered Children Based on Script Theory

本研究旨在通过对脚本教学的继承性、目标言语行为的概括性以及脚本教学与学校教育课程之间关系的实验研究，阐明脚本教学法在唐氏综合征和自闭症等发展障碍患者中的系统性和语用性。从脚本系统的发展连续性角度出发，通过大量的案例研究表明，在婴儿期有一个从仪式形式开始的过程，然后在幼儿时期发展日常生活脚本和像角色扮演和游戏一样的结构化脚本，并在童年时期通过教育支持来扩大这些储备。此外，还通过大量的案例研究表明，在婴儿期有一个以仪式形式开始的课程，然后在幼儿时期发展日常生活脚本和像角色扮演和游戏一样的结构化脚本，并通过儿童时期的教育支持来扩大这些储备用来表达自己的情感、意图或信仰等内心状态，并对他人的感觉、意图或信仰做出恰当的理解和回应，最终阐述青春期后的社会生活脚本的剧本。对于有针对性的言语行为，最初以请求对象、请求行动、请求指示、问候、报告和评论等实际言语行为为主。然后介绍了描述性言语行为对自己或他人的身心状况以及时间和空间的影响。另一方面，从文字系统的当代性看，日常生活、课堂活动、烹饪等教育领域都使用了文字，而生活单元学习、职业学习等教育领域则很少使用文字。有必要积累生活单元学习、职业学习等领域在剧本方面的实践研究。

The purpose of this study was to clarify the systematic and pragmatic aspects of the script method for teaching communication to the developmental disordered as Down's syndrome and autism through the experiments and researches focused on the succession of script-teaching, the generalization of targeted verbal behaviors, and relations between script-teaching and curriculum of school education.From the view point of developmental continuity in the system of script, by many case studies, it is shown that there is a course beginning with ritual format in infantile period, then developing daily living scripts and structured scripts like a role-play and a game during little-childhood, expanding these repertory by instructive supports during childhood, also, the scripts to express one's own inner conditions like feeling or intention or belief, and to understand and respond properly to others' feeling or intention or belief, and finally elaborating social living scripts after adolescence. As for targeted verbal behaviors, at first practical verbal behaviors, as requesting objects, requesting actions, requesting instructions, greetings, reporting, and commenting were given priority. Then descriptive verbal behaviors on one's own or others' physical and mental conditions and on time and space were introduced. But, prepositional description and syntactic elaboration were required later.On the other hand, from the view point of contemporaneousness in the system of script, it was shown by practical studies and reviews that there were educational fields as daily living, class activities, and cooking in which scripts were used, on the contrary, other educational fields as life-unit learning and occupational learning in which scripts were seldom used. It will be necessary to accumulate practical studies of life-unit learning, occupational learning, and other fields carried out in terms of script.