Action Research on Mutual Relation between Development of Communicative Behavior and Development of Exploratory Behavior of Children With Profound Deaf-Blindness.

重度聋盲儿童交往行为发展与探索行为发展相互关系的行动研究。

基本信息

批准号：
06610275
负责人：
TSUCHIYA Yoshimi
金额：
$ 1.28万
依托单位：
The National Institute of Special Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1996
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-06610275/
关键词：
Deaf-blindness Dual Sensory Disability Exploratory Behavior Locomotion Communication

项目摘要

This project is an three years educational action research to investigate the relevancy between development of communicative behavior and development of exploratory behavior of children with deaf-blindness. The subjects were six profound congenital deaf-blind children with both of physical Impairments and mental retardation.This project was carried out based on six case studies (six educational intervention). Case1, a girl of 15 years could not walk but roll over. She refused to touch and mainipulate objects ; toys and/or living necessaries, but only take them in her mouth. Her communication was based on few touch cues. Case2, a boy of 11 years could walk around. He could take and/or eat with his fingers, but shows strong refusal to interact person except his mother. Case3, a boy of 10 years could roll over on the floor and walk along the handrail, but shows little interest in manipulating and/or playing with toys. He could use touch cues and/or object cues in daily communication. Case4, a girl of 8 years could walk and approach objects. She usually put objects with her hand before her eyes. She could use some gestual sings to communicate with her family. Case5, a boy of 5 years could walk along the handrail a little. He just showed stereotyped manipulation of object and/or holding them in his mouth. He could use few touch cues to communicate with his family.Case5 was under the developmental process of beginning of unassisted walk, communication by using gestual sings and play with some toys by manipulation.The date collected from Case1,2,3,4 shows that both of the development of communicative behavior (i.e. level of their communication system) and the development of exploratory behavior (i.e. frequency of touching and/or manipulating objects) depend on each other clearly. However, the process of dynamic mutual interaction between both development was not clarified because Case5 continued to stay in the the initial stage of unassisted walk through this research.

该项目是三年的教育行动研究，旨在调查交流行为发展与聋哑儿童探索行为的发展之间的相关性。这些受试者是六个具有身体障碍和智力低下的先天性聋盲儿童。该项目是根据六个案例研究（六项教育干预）进行的。案例1，一个15岁的女孩不能走路，而是翻身。她拒绝触摸和主体化对象。玩具和/或活着的必需品，但只会把它们放在她的嘴里。她的沟通是基于一些触摸提示。案例2，一个11岁的男孩可以四处走动。他可以用手指服用和/或吃饭，但表现出强烈的拒绝互动，除了母亲。 CASE3，一个10岁的男孩可以在地板上滚过去，沿着扶手行走，但对操纵和/或玩玩具的兴趣不大。他可以在日常沟通中使用触摸提示和/或对象提示。案例4，一个8岁的女孩可以走路并接近物体。她通常用手将物体放在眼前。她可以使用一些戏剧唱歌与家人交流。案例5，一个5岁的男孩可以沿着扶手走一些。他只是表现出对物体的刻板印象和/或将它们抱在嘴里。他几乎无法使用触摸提示与他的家人进行交流。casus5是在开始的发展过程中，通过使用疫苗唱歌来进行沟通并通过操作进行一些玩具进行播放。1,2,3,4收集的日期表明，这两个发展的沟通行为的发展（即，沟通系统的水平）及其其他依赖性依赖性依赖性（即触摸和/tocking of Tocking和/tocking of Tocking）。但是，两种发展之间的动态相互作用的过程尚未澄清，因为案例5继续留在这项研究的最初阶段。