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

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。

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.