Communication support for children with autistic spectrum disorders in the classroom of a facility : Examination of a Speech-Language-Hearing Therapist's strategy for support provision Takeshi Tohkawa 1,2 1Yokohama Western Area Habilitation Center for Children 2Charlotte TEACCH Center Keyword: TEACCH , 自閉症スペクトラム障害 , 自発的なコミュニケーション , クラス支援 , 支援方法 , TEACCH , autistic spectrum disorders , spontaneous communication , intervention in the classroom , strategy for support pp.39-43
Published Date 2006/3/15
DOI https://doi.org/10.11477/mf.6001100066
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 In this report, I (the author) examine the Speech-Language-Hearing Therapist's role in the classroom for preschoolers with autistic spectrum disorders. In a class of seven children with autistic spectrum disorders, I observed and assessed the communicative behaviors of all children, and then advised the staff members of the class based on the assessment. In this paper I describe my approach to one case, a 5-year-old girl with an autistic spectrum disorder and a moderate intellectual disorder, who showed striking changes after intervention. At first, the case displayed few spontaneous communicative behaviors. In cooperation with the staff, we worked on communicative environment such as setting communicative opportunities using visual cues. She started to communicate more frequently and show improvement in communicative means, functions, and content. The process and result implicate that this strategy for supporting children with autistic spectrum disorders, in addition to individual therapy, may be a promising area to look at and should be developed for Speech-Language-Hearing Therapists in Japan.

Copyright © 2006, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.


電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会