聴覚障害幼児の話し合い活動における訂正方略技術の有効性の検討

Repair strategies for hearing-impaired children in group speech sessions

　当センターに通園する軽度～高度聴覚障害幼児の5歳児5例を対象とし，個別発達を配慮しながら集団話し合い場面で訂正方略の使用を促し，発話を観察分析して，①会話成立への影響，②言語聴覚士から他児への汎化，③訂正方略の推移など話し合い活動にもたらす影響について発達的に検討した．その結果，5歳代後期における会話では一方的な自発話が減少し，応答受信時の発話が増加し，併せて訂正方略使用率が増加した．また，訂正方略を用いた応答発話は，5歳代初期に言語聴覚士を対象とし後期には他児への使用に汎化した．さらに，5歳代初期～中期には，「全体型」から「確認型」の訂正方略に推移し，後期には，詳細な会話内容を問う「限定型」への移行を認めた．訂正方略技術を指標として話し合い活動の発達を促進・評価することの有効性が確認された．

　At our clinic we promote the use of repair strategies by young hearing-impaired children in group speech sessions.　We studied the effects of repair strategies on group discussions by analyzing the conversation amongst five five-year-olds during group speech sessions.　Analyses were made to look at:1) repair strategy influence on the formation of conversation, 2) the degree of generalization from utterances to the therapist to include the other children as the target of repair strategies, 3) the transition of repair strategies.　Results indicated that the five-year-olds produced fewer one-way utterances during the later period of the year, while utterances in response to others' utterances increased, accompanied by the increased rate of repair strategy usage.　In addition, response utterances were directed at the therapist during the early period, and later on generalized to other children.　Moreover, the children's repair strategies shifted from the "general type" to the "confirmation type" during the early to middle period of the year, and during the later period changed to the "limited type", which asked for detailed contents of conversation.　These results suggested that repair strategies could be an effective index in facilitating and evaluating group speech sessions.