Experimental Pedagogical Research on the Development of Language Training Programs for Mentally Retarded Children.

在本研究中，我们对14名重度语言发展迟缓的智障儿童进行了实验语言训练。主要研究结果如下：1)词汇习得促进项目。两名重度核磁共振非语言儿童在两种方案下进行训练，目的是通过与对象形成联合动作和客观动作来获得符号功能和单词。结果表明，通过训练，他们可以习得被动词汇，但难以习得象征功能和主动词汇。2)主动词汇和主动交际程序。在该项目下，四名患有自闭症的严重磁共振儿童和一名患有唐氏综合症的儿童接受了培训，目的是在具体情况下形成主动的语言交流。结果，他们的交际行为都取得了进步，特别是其中一名学生通过更多的训练获得了积极的符号言语行为。3)疑问句教学方案：5名已具备基本句法造句能力的唐氏综合症M.R.患儿，在疑问句教学（who,what,whom,with what,where,how）方案下进行训练。本文采用疑问句线性图式的训练图片和疑问句符号图形。结果发现，这个程序在向核磁共振儿童教授疑问句方面是有效的，尽管他们必须多次重复训练。名词谓语句和两个形容词的连接用法教学大纲。两名已获得基本句法能力的唐氏综合症的磁共振儿童参加了该项目的训练，他们打算通过对物体的分类形成和用符号图形对物体特征的符号化来形成“Is a long broad pencil”这样的句子的能力。结果发现，这个程序在教核磁共振儿童这些句子方面非常有效。研究报告包含7篇论文，于1987年3月底发表。少

In this study we administered the experimental language training to 14 mentally retarded (M.R.)children with severe retardation in language development under the following experimental language training programs.The main findings are as follows:1) Words acquisition promoting programs. Two severe M.R. non verbal children underwent training under two kinds of program, aiming at acquisition of symbolic function and words through formation of joint action and objective action with object. As results they could acquire passive words, but could hardly acquire symbolic function and active ones through the training.2) Active vocabulary and active communication program. Four severe M.R. children with autism and one with Down's syndrome underwent training under the program, aiming at formation of active verbal communication in the concrete situations. As the results, all of them showed progress in communication behaviors and especially one of them acquired active symbolic verbal act through the … More training.3) Teaching Program of interrogative sentences with interrogative words: Five M.R. children with Down's syndrome having acquired fundamental ability of syntactic sentence production, underwent the training under the program aiming at teaching interrogative sentences with interrogative words (who,what,whom,with what,where,how). Here training pictures with the linear schema of interrogative sentences and symbolic figures representing interrogative words were used. As the results, it was found that this program was effective in teaching interrogative sentences to M.R.children, although they had to repeat the training many times.4) Teaching program of noun predicate sentences and of connective usage of two adjectives. Two M.R.children with Down's syndrome having acquired fundamental syntactic ability participated in the training under the program, which intend to form the ability to produce such a sentence as "Is is a long broad pencil" through formation of classification of objects and symbolization of features of objects by symbolic figures. As the results this program was found to be very effective in teaching these sentences to M.R.children.The research report, containing 7 papers, was published at the end of March 1987. Less