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ID 33970
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別タイトル
Conducting Articulation and Phonological Therapy for a Student with Down Syndrome : Focusing on the Improvement of /s/ and /dz/ Phonemes
著者
松谷 典枝
キーワード
Down syndrome
articulation disorder
articulation and phonological therapy
auditory and visual prompts
ダウン症
構音障害
構音・音韻指導
聴覚・視覚プロンプト
NDC
教育
抄録(英)
The purposes of the present study were the following: 1) to determine the efficacy of our therapy method by comparing the participant's pre- and post-scores of the Japanese Articulation Test (Revised), 2) to compare his overall speech intelligibility via his conversational speech between pre- and post-therapy periods to investigate whether our therapy generalize his accurate pronunciation in a word level to his conversational level, and 3) which kind of the prompt was the most effective to enhance the participants' speech intelligibility. A seventh grade student with Down syndrome was participated in this study. We used the picture flash cards as our teaching material, and conducted instructions to enhance his accurate productions of /s/ and/dz/ phonemes using three kinds of prompts: 1) showing finger signs, 2) Japanese characters (Hiragana) as visual stimuli, and 3) presenting correct sounds as auditory stimuli to remind the participant to speak clearly. These prompts were presented only when he did not pronounce the target phonemes correctly. The results showed that 1) the participant's intelligibility of the target phonemes in a word level was improved, 2) the most effective type of the prompt was showing finger signs, followed by presenting correct sounds, and showing Japanese characters, 3) the scores of the Japanese Articulation Test (Revised) and the Test of Phonological Processes did not change significantly in terms of their pre- and post-scores; however, after the therapy period (B), his error patterns became more constant and started to produce sounds which were close to accurate, and 4) as the participant's speech intelligibility was improved in a word level, his speech intelligibility in a conversational level was also improved. The implications of these results are discussed.
掲載誌名
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域
61号
開始ページ
169
終了ページ
178
出版年月日
2012-12-21
出版者
広島大学大学院教育学研究科
ISSN
1346-5546
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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