Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：日本コミュニケーション障害学会  

子どもの初語や2語文は、発達の遅れの有無を判断する重要な指標となるが、それ以降の文レベルの発話については現状、指導の手がかりを得るための分析手段が乏しい。標準化検査による知的レベル、言語項目のチェックは必須として、まとまった発話の評価する手段は十分ではない。ところで、文レベルの発話の評価材料にナラティブ（語り）が挙げられる。ナラティブは「時間的に連続した出来事を順序付けて言葉で表現する営み」で、幼児期からの音声言語とその後の書字言語をつなぐと考えられており（Paul,2007;Westby,1985）、近年では言語能力の測定や指導に用いられる等、その可能性が注目されている（Heilmann et al.,2010;Petersen et al.,2011,2012）。本稿ではナラティブ課題を臨床で使用可能な評価法として確立するため、健常児の結果を報告する。<br />
【方法】”Frog,where are you?”(Meyer,1974)を簡略化した「かえるさん、どこいったの?」を用い、再生ナラティブの誘発課題を作成した。それを

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：日本コミュニケーション障害学会  

ベネッセの調査（2009）によると中学で英語を苦手とする生徒は6割以上とされている。その背景の一因に、英語の音韻体系が日本語に比べて微細かつ複雑で、文字と音の規則的な結びつき、つまり「読み書き」の習得が日本語以上に難しいにもかかわらず、現在の英語教育ではその点を重点的に扱っていないことが考えられる。そこで本研究では、英語の習得に躓きがみられた中学生を対象に、多感覚的に音と文字を結びつける指導法を用いてその効果検証を行った。<br />
英語補習者20名を対象に、中1の夏休みの3日間(80分×2コマ×3日)、集中的に指導を実施した。教材は統合的フォニックス教材のひとつ「ジョリーフォニックス」であり、初期段階（42音)までの内容をトレーナーが指導した。指導実施前後に42音と無意味語（母音＋子音の2音）10語の書き取り課題を実施し、効果を測定した。本稿では無意味語10語の結果を中心に報告した。指導前の平均点10点満点中2.1点に対し、指導後では6.6

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)   Publisher：日本LD学会  

DAISY などの音声読み上げ付き図書の利用など、近年読み困難児への有効な支援法は複数報告 されている。しかしながら、ニーズのある子供たちの中で、こうした支援にアクセスできる児童は まだ限られている。その要因の1つとして保護者や本人の、学校で他の子と違う対応（支援）を受 けることの抵抗感が考えられる。その結果、教師が支援の必要性に気づいても保護者や本人の意向 で支援に結びつかないことがある。このように学校での支援が難しい際は、民間教材を支援法の一 つとして考慮する価値があるのではないだろうか？ 本シンポジウムでは、 読書の音声サポート教材として民間塾で取り入れられている「ことばの学 校」による介入が有効であった読み困難児の事例とともに、一般の児童・生徒を対象として開発さ れた民間教材の可能性について話題提供を行う。更に、指定討論では合理的配慮と補助代替支援も 含めて読み困難児の支援法の選択肢拡大を目指して議論を

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Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)   Publisher：日本LD学会  

現在、中学校で必修科目の英語は、諸研究から学習に困難さを抱えている生徒が一定数存在することが示されている（ベネッセ,2008；村田ら，2013）。その背景に、英語が日本語より微細で複雑な音韻体系を持つため、文字と音の規則的な結びつきの習得が日本語以上に困難であることが挙げられている。増田(2002)は、英語を学習し始めた日本の中学生には、文字と音の不一致に悩み英語嫌いになる者も少なくないとしている。実際、中学英語に関する基本調査(ベネッセ，2009)では、生徒の英語の躓きの原因に「単語(発音・綴り・意味)を覚えるのが苦手」を挙げる教員が約7割、さらに半数の教員が「文字や文章を読めない(文字から音にうまく変換できない)」ことを挙げていた。そこで本研究では、中学生を対象に多感覚的に音と文字表記を結びつける「統合的フォニックス（ジョリーフォニックス；以下ジョリー）」で集中的に指導し、その効果検証を行った。統合的フォニックスは、単

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Niigata University  

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Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：The Society of Life Support Engineering  

DOI： 10.5136/lifesupport.28.139

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：人文・社会科学編  

診断等を受けずに小学校低学年期を過ごし、高学年になった時点で「読み書きに特異的な困難さを持つ」と判断された小6児童に、一年間の指導を行った経過を報告した。高学年における指導の難しさは、問題が複雑化かつ深刻化していること、そして当事者である子ども自身の受容態度まで大きな影響を及ぼしている点が明らかとなり、障害の早期発見と支援の重要性が示唆された。

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Language：Japanese   Publisher：電子情報通信学会  

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Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

In order to support communication of children with communication disabilities, their language and communication abilities are evaluated repeatedly in clinic by using certain language tests. Such paper-based tests, however, have several problems, such as dependence on tester's analytical ability and a gap between test results and observations in daily life. In an attempt to solve such problems, we previously developed a computer-based support system for communication ability evaluation, by utilizing a sequential usage log of our voice-output communication aid, VCAN. This study aims at assessing the system's performance by applying it to three persons with communication disabilities. Subjects are two boys with autism and an adult with intellectual disabilities, whose communication abilities were assessed by using the S-S test developed by the National Rehabilitation Center of Japan for comparison. Empirical results suggested that the proposed log analysis might be effective for supplementing and/or verifying S-S test-based qualitative evaluations.

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Publisher：新潟大学教育学部  

読み書きに特異的な困難さを持つ子どもの、年長から6年生までの発達経過について、客観的評価結果とそのときどきの支援の内容を報告した。

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Language：Japanese   Publishing type：Research paper (scientific journal)  

通常級に在籍する読みが困難な子どもたち（3年から5年）に、従来の教科書とデジタル教科書それぞれを用いた系統的な指導（TSRI）を集中的に実施し、その効果を比較した。指導法の効果はあったものの、それぞれの媒体による違いはみられなかったが、その背景について結果の数値、子どもの特性、取り巻く環境を踏まえて考察した。

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Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

Children with autism usually need communication support for developing their language abilities. Since they are difficult to share joint attention with his or her communication partner, they have a problem of having no interest in teaching materials. Then we applied augmented reality (AR) into voice-output communication aid (VOCA) in order to develop an attractice teaching material for them. In trial system VCAN/AR, when its user hides one of the AR markers depicting communication symbols by hand, the corresponding sound is output, subsequently a virtual object being added at the position of the marker on the display. In an attempt to verify children' interest in such AR, we carried out experiments using three children with autism and a child with intellectual disability. Consequently, two children with autism and a child with demonstrated an interest in a self-image presentation.

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Language：Japanese   Publisher：日本コミュニケーション障害学会  

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Language：Japanese  

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Other Link： http://hdl.handle.net/10191/26382

Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

Children with autism should acquire communication abilities as early as possible. Since they cannot easily acquire such abilities solely by using conventional methods, image-based learning is applied by using pictures and symbols for communication. Voice-output communication aid (VOCA) is one of the typical tools. Children with both autism and severe intellectual disability, however, tend not to be interested in such images. Then, we utilized two characteristics of human visual perception that we are interested in self mirror-images and unexpected sights. If an unexpected image is added to a self mirror-image, there is a possibility that the children become more interested in the images. To materialize such complex images, we applied augmented reality (AR) into VOCA. In a trial system named VCAN/AR, several cards with individual pictures are monitored on a computer display in real-time by using a Web camera. When one of the cards is hidden by user's hand, the corresponding sound is output, subsequently a 3D motion of a cube with the picture being virtually added at the position of the hidden card on the display. To access clinical efficiency of VCAN/AR, we interviewed speech-language-hearing therapists and teachers all being familiar with VOCA. Results suggested that it not only attracts children's attention in learning but also has a potential of creating innovative training methods.

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Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

Children with autism should acquire communication abilities as early as possible. Since they cannot easily acquire such abilities solely by using conventional methods, image-based learning is applied by using pictures and symbols for communication. Voice-output communication aid (VOCA) is one of the typical tools. Children with both autism and severe intellectual disability, however, tend not to be interested in such images. Then, we utilized two characteristics of human visual perception that we are interested in self mirror-images and unexpected sights. If an unexpected image is added to a self mirror-image, there is a possibility that the children become more interested in the images. To materialize such complex images, we applied augmented reality (AR) into VOCA. In a trial system named VCAN/AR, several cards with individual pictures are monitored on a computer display in real-time by using a Web camera. When one of the cards is hidden by user's hand, the corresponding sound is output, subsequently a 3D motion of a cube with the picture being virtually added at the position of the hidden card on the display. To access clinical efficiency of VCAN/AR, we interviewed speech-language-hearing therapists and teachers all being familiar with VOCA. Results suggested that it not only attracts children's attention in learning but also has a potential of creating innovative training methods.

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Language：Japanese  

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Other Link： http://hdl.handle.net/10191/21638

Language：English   Publishing type：Research paper (international conference proceedings)  

We have been developing a versatile voice-output communication aid named VCAN and its customizing support system. VCAN has an innovative feature of being fully customizable in both page design and hierarchical page structure. It was verified to have high versatility in application through several case studies. Then we could apply VCAN effectively to children with a wide variety of intellectual and developmental disabilities. The customizing support system is also effective for middle users to easily design and update VCAN. © 2013 The authors and IOS Press. All rights reserved.

DOI： 10.3233/978-1-61499-304-9-347

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Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

Language ability of children with communication disabilities is usually assessed by means of language tests.These clinical tests,however,have several limitations,such as l)dependence on physical and mental conditions of the day and 2) difficulty in assessing abilities of daily communication. Then,we focused on a sequential communication record of acommunication aid,VOCA,possibly including useful information compensating for results of conventional language tests.First,we decided analysis parameters extractable from the log of VCAN/1A developed in our laboratory by referring to "S-Stest" developed by the National Rehabilitation Center of Japan. Then,we developed a visualization system of extracted information on communication,such as 1)the number of use of each button as well as each category of button,2) operationhistory within every communication unit extracted and 3) all sequential records aniving at every communication button used.Empirical results using a VCAN/1A log of a male child with autism suggested that our support system could be efficient for evaluating his daily communication abilities.

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Language：Japanese  

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Other Link： http://hdl.handle.net/10191/17843

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

We have been developing a versatile voice output communication aid (VOCA), named "VCAN/1A", which can be customized freely in order to answer a wide variety of individual needs. Due to its high ability of communication, an operation log of VCAN/1A can be considered to include information on user's ability of communication. In order to utilize such information for evaluating user's communication skills, we have been developing a support system for evaluating user's ability of communication, which can translate original log data into those understandable for his or her supports, using a functional classification table of all switches. Results of sensory tests for 5 different supporters demonstrated that aims and operation of the system were relatively understandable, while its human interface components should be improved.

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Language：Japanese  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：新潟医療福祉学会  

Importance of the cooperation is stressed in special needs education. However, its fulfillment is difficult as there are diverse issues. Especially, a systematic cooperation has not been achieved yet among educational institutions, whrere a major part of children&#039;s daily life is spent, medical institutions and welfare agencies, because of the manpower and the existing systems. The objective of this report is to discuss on an issue that speech-language-hearing therapists should do in order to establish the supporting systems with the participation of a variety of agencies, referring a case of developmental disabilities for practical supportive ways.特別支援教育において連携の重要性は訴えられているものの、実際の現場では様々な問題から実現が難しい。特に、子どもの生活の中心となる教育機関とその他医療や福祉機関との連携は、マンパワーや制度上の限界もあり、系統的な連携体制を築くに至っていないのが現状である。本稿では、発達障害児の具体的な支援方法を報告するなかで、複数の専門機関による幅広い支援体制の構築に向けて言語聴覚士がなすべきことを考察する。

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：The Institute of Electronics, Information and Communication Engineers  

Voice output communication aid (VOCA) is an electronic device to ensure communication for children with communication disabilities. Previous VOCAs, however, have limited functions, restricting its applicability. Then, we have been developing a versatile communication aid, VCAN/1A, widely customizable according to user's abilities, application environments and educational purposes. To validate its applicability and usability, we applied it to communication support for two children under the supervision of several specialists. In addition, we made a prototype of customization support system to easily design VCAN/1A. Results of field experiments demonstrated that communication abilities of the children were improved successfully through frequent modification of VCAN/1A.

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Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

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Other Link： http://hdl.handle.net/10623/23873

Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

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Other Link： http://hdl.handle.net/10623/23638

Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

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Other Link： http://hdl.handle.net/10623/23710

Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

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Other Link： http://hdl.handle.net/10623/23788

Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

We supported a child with difficulty in learning Makaton Sign and to use VOCA considering his developmental stages and the parents' feelings. Learning Makaton Sign brought him happiness from communication so that he became more eloquent and active. An important role for a speech-language-hearing therapist is to introduce a means of communication suitable for the developmental level of a child and to raise their will to communicate or to operate communication aids by themselves. We began to use VOCA as a universal tool of communication in cooperation with his home, school and the university which develops VOCA.

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Other Link： http://hdl.handle.net/10623/23953

Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

In order to enhance the clinical techniques and communication abilities of students studying to become speech-language-hearing therapists (ST) and to confirm their basic communication skills with patients, lectures and role-play simulation regarding medical interview techniques were introduced. Subsequently, the necessity and validity of the lectures and role-play simulation were investigated using a questionnaire. All of the 30 students who participated in this study and filled out the questionnaire gave an affirmative response to the effectiveness of such practical trials performed in this study. Furthermore, the responses included concrete descriptions of requirements and points to be improved, indicating the students' positive attitudes. According to the questionnaire results, many students struggled with establishing rapport with patients in clinical practice; thus, the implementation of such practical methods in training sessions may facilitate the improvement of the students' communication abilities. In the education of doctors and dentists, rapid progress has been seen in training methods such as objective structured clinical examinations (OSCE), for enhancing students' clinical practice skills which are required after graduation. Thus, the same approach must also be applied in the training of co-medical ST in the near future.

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Other Link： http://hdl.handle.net/10623/23980

Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Publisher：Meirin Junior College, School of Dental Technology, Hygiene and Welfare  

私たちは,日々「ことば」の恩恵を受けながら生活を営んでいるにもかかわらず,そのことについて考える時間はあまりにも少ない.そして,「ことば」は失ってみて初めてその有難さがわかるものである.そこで,「ことば」がいかに多くの機能に支えられているのかそのしくみを考えるとともに,言語聴覚障害の種類やその詳細,またそれらの障害に悩む人々を支援する「言語聴覚士」という仕事について紹介した.

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Other Link： http://hdl.handle.net/10623/23585

Language：Japanese   Publisher：明倫短期大学  

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Language：Japanese   Presentation type：Poster presentation  

読み書き習得を予測する要因が何なのか、との点を、5歳（年中時）から小学2年生までの対象を追いかけ、その縦断研究の結果と考察について報告した。

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Language：Japanese   Presentation type：Oral presentation (general)  

Venue：JA長野ビル  

本研究は縦断追跡調査の一部であり、話しことばの発達と書きことばの関係性について掘り下げるためPCを用いた聴覚的理解課題を作成し、読解や語彙などのプリント課題と同時期に小学3年生に実施した。両者の関係について、量的・質的観点から検討し報告した。

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Language：Japanese   Presentation type：Poster presentation  

Venue：愛知県立長久手キャンパス  

読み困難を抱える通常学級在籍児童に、電子教科書DAISYを活用して系統的な読み指導を実施し、その経過と効果を報告した。

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Language：Japanese   Presentation type：Oral presentation (general)  

Venue：大宮ソニックシティ  

日本語のSLI治の言語症状を解明し、発見・指導を可能にするために複数の臨床機関でSLIと判断された年長・小１の子供に標準化検査や言語特徴をみる課題を実施して結果を比較した上で、臨床像を明らかにすることを目的とした。

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Language：Japanese   Presentation type：Oral presentation (general)  

Venue：姫路市市民会館  

言語の発達障害を背景にもつ言語学習障害の多くが、「聞く、話す、読む、書く」といった言語活動に困難を持つものの、問題が高次レベルであるため、日常ではわかりにくい。そこで、5、6歳でこれらの問題を発見するための縦断的追跡研究を行っており、その一部の結果を発表した。

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