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

基于脚本理论的发育障碍儿童交际功能的系统实用研究

• 批准号: 10551007
• 负责人: SATAKE Shinji
• 金额: $ 2.62万
• 依托单位: Yamagata Prefectural University of Health Science (2000-2001)Yamagata School of Health Science (1998-1999)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 1998
• 资助国家: 日本
• 起止时间: 1998 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-10551007/
• 关键词: communication; script; joint action routine; verbal behavior; Down's syndrome; autism; understanding other's intention; school curriculum; 広汎性発達障害児; 発達障害児; 情動; 心の理解; 叙述機能; カリキュラム; 応用行動分析; 援助行動; 他者意図理解; 教示要求

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.

本研究旨在通过对剧本教学的继承性、目标言语行为的概括性以及剧本教学与学校教育课程的关系等方面的实验研究，阐明剧本教学法在唐氏综合症和自闭症等发展障碍儿童教学中的系统性和实用性。通过大量的个案研究，我们发现，幼儿期的日常生活脚本和结构化脚本，如角色扮演和游戏，在幼儿期通过指导性支持扩展这些脚本，以及表达自己内心状态的脚本，如情感、意图或信仰，并对他人的情感、意图或信念做出正确的理解和反应，最终在青春期后制定出社会生活脚本。在有针对性的言语行为中，首先是实际的言语行为，如请求对象、请求行动、请求指示、问候、报告和评论。然后介绍了描述性言语行为对自己或他人的身心状况和时间、空间的描述。另一方面，从文字系统的当代性角度看，实践研究和文献综述表明，在日常生活、课堂活动、烹饪等教育领域中，文字被使用，而在生活单元学习、职业学习等教育领域中，文字的使用却很少。有必要积累生活单位学习、职业学习和其他领域的实际研究。

项目成果

NAGASAKI, T., SATAKE, S., MIYAZAKI, M., and SEKIDO. H.: "Teaching Communication by Script : Creating Interactive Relations with Disabled Children"Kawachima Publisher. 248 (1998)

长崎 T.、佐竹 S.、宫崎 M. 和 SEKIDO。

小野里美帆・長崎勤・奥玲子: "3歳自閉症幼児における「イナイイナイバー遊び」の獲得過程-2歳からの共同行為によるコミュニケーション発達援助プログラムを通して-" 日本発達心理学会第10回大会発表論文集. 525 (1999)

Miho Onozato、Tsutomu Nagasaki 和 Reiko Oku：“3 岁自闭症儿童‘不不不不玩’的习得过程 - 通过从 2 岁开始使用协作活动的沟通发展支持计划 -”在日本发展心理学会第十届年会上发表的论文集 525（1999）。

SEKIDO. H.: "Teaching Greeting Expression by Joint Action Routine to an Autistic Child"Bulletin of Department of Education and Human Science and Practical Research Center of Education, Yokohama National University. 15. 33-42 (1999)

关户。

小野里美帆,長崎勤,吉井勘人,中村晋,大塚真紀,丸山大樹,山内まどか,神田基史,池田由紀江: "自閉症幼児への要求サイン習得を促す指導-習得の発達基盤についての検討:修正行為の出現と要求行動の広がりとの関連から-"日本特殊教育学会第38回大会発表論文集. 343 (2000)

Miho Onozato、Tsutomu Nagasaki、Kanto Yoshii、Susumu Nakamura、Maki Otsuka、Daiki Maruyama、Madoka Yamauchi、Motofumi Kanda、Yukie Ikeda：“鼓励自闭症儿童获取请求信号的指导 - 获取的发展基础的研究”：来自纠正行为的出现与要求行为蔓延的关系——《日本特殊教育学会第38届年会论文集》343（2000）

小野里美帆・長崎勤・吉井勘人・小島道生・山内まどか: "3歳自閉症幼児への模倣の促進の指導-共同行為を用いた相互的伝達の援助を通して-"日本特殊教育学会第37回大会発表論文集. 159 (1999)

Miho Onozato、Tsutomu Nagasaki、Kanto Yoshii、Michio Kojima 和 Madoka Yamauchi：“促进 3 岁自闭症儿童模仿的指导 - 通过联合行动支持相互沟通 -”日本特殊教育学会论文集，第 1 卷。 159 (1999) 第 37 次会议上提出。