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本報告は,自閉症スペクトラム障害の子どもが在籍する通園施設のクラスにおける言語聴覚士の役割について検討したものである.言語聴覚士が通園施設のクラスに参加し,クラスの子ども全員のコミュニケーション行動を観察し,評価し,クラス担任に助言を行った.本報告では,変化のみられた1症例の経過を述べた.当初,子どもからの自発的なコミュニケーションがほとんど観察されなかった症例に対し,クラスのスタッフと連携し,コミュニケーション機会の設定,コミュニケーション手段とコミュニケーション機能の拡大をはかった.取り組みの結果,コミュニケーション頻度,コミュニケーション手段,機能,内容において拡大がみられた.このような支援方法は,個別訓練に加え,言語聴覚士が今後開拓すべき領域であることが示唆された.
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.
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