A study about the cognitive factors that influence easiness of acquisition of sign language in children with disorders of language development.

一般认为，手语较容易学习，例如智障、自闭症或发育性语言障碍的儿童，他们难以学习口语，以及听力受损的儿童。然而，即使是那些有特殊需要的儿童也往往无法掌握手语。Sain Gengo由手语组成，旨在为这些儿童教授交流手段，并由经过修改的符号组成，以便于发音。本研究的目的是根据记忆和表征过程的知识，预测语言发展迟缓儿童易于掌握的符号，并将这些符号引入真实的交流干预方案中。评估和检查结果，并阐明这些变量与功能障碍的种类或程度之间的关系。本研究提供的结果可能有助于Sain Gengo的发展。在第一年， ...更多信息 我在没有任何实验控制的情况下，收集了教育领域的数据，观察了总的趋势，并对它们进行了分析。受试者为就读于肢体残疾或智力迟钝儿童学校初中班的3名自闭症男孩和1名自闭症女孩，就读于肢体残疾或智力迟钝儿童学校小学班的1名智力迟钝和脑瘫女孩，就读于大学发展咨询的1名5岁自闭症男孩。研究对象的教师或学生工作人员通过同时使用日本手语和语言进行干预。第二年，新增加了一名在肢体残疾或智力迟钝学校小学班就读的患有唐氏综合征的严重弱智儿童，以及上述在大学发展咨询会议上提到的自闭症学龄前儿童，同样，学生工作人员同时进行干预，自由游戏期间的沟通。受试者没有获得足够的符号词汇能够达到最初的目的，并讨论了沟通干预的问题。这些研究结果的实际使用，为未来的沟通干预措施。少

It is generally agreed that sign language is easer to be learned for such as children with intellectual disability, autism, or developmental language disorders who are difficult in acquiring spoken language, as well as hearing impaired children. However, even those children with special needs often fail to master the sign language. The Sain Gengo is made of sign language so as to teach communicative means for those children, and is consisted of modified signs for the purpose of easier articulation.The aim of this study is to predict signs that are easy to be mastered for children with developmental language delay, based on the knowledge about the processes of memory and representation, and introduce these expressions into real communication intervention programs, evaluate and examine the results, and elucidate the relations between these variables and kinds or degrees of dysfunctions.Findings provided from this study may contribute to development of the Sain Gengo.During the first year … More I gathered data in the field of education to watch general trend without any experimental control, and analyzed them. Subjects were three boys and one girl with autism enrolled in lower secondary classes of a school for physically handicapped or mentally retarded children, one girl with mentally retardation and cerebral palsy enrolled in an elementary class of a school for physically handicapped or mentally retarded children, one 5 years old autistic boy enrolled in development consultation of a university. The teachers or student staffs of the subjects intervened by simultaneous use of Japanese Sign Language and speech.In the second year a severely retarded child with Down symdrome enrolled in an elementary class of a school for physically handicapped or mentally retarded was added newly, as well as the autistic preschooler mentioned above at the development consultation session of the university and similarly the student staffs intervened with simultaneous communication during free play session. The subjects did not acquire enough sign vocabularies to be able to achieve the original purpose, and problems in communication intervention were discussed. Practical use of these findings to communication interventions for the future is expected. Less