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Expressive vocabulary in children with intellectual disabilities:Examination from the relationship between the stages of word combination and the presence of autism spectrum disorder Kiyoshi Otomo 1 1Support Center for Special Needs Education and Clinical Practice on Education, Tokyo Gakugei University Keyword: 語彙 , 語連鎖 , 知的障害 , 自閉スペクトラム症 , 意味カテゴリー , vocabulary , word combinations , intellectual disability , autism spectrum disorder , semantic category pp.3-12
Published Date 2023/3/15
DOI https://doi.org/10.11477/mf.6001200409
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 In early vocabulary development, verbs and adjectives, which constitute the predicates of sentences, are important in constructing word combinations. This study investigated the expressive vocabulary of 75 school-age children with intellectual disabilities who produced single-word sentences and sentences consisting of two or more words by using a questionnaire composed mainly of verbs and adjectives, and aimed at revealing the following:(1) relationships between the stages of word combination and the size of expressive vocabulary, (2) differences in vocabulary depending on the presence or absence of a diagnosis of autism spectrum disorder (ASD), and (3) the core vocabulary of children with intellectual disabilities with respect to the semantic characteristics of words. The results showed that vocabulary size increased significantly with increasing word combination length, and that children with ASD had a significantly smaller expressive vocabulary of adjectives than non-ASD children. Of the 164 words surveyed, 32 words were voluntarily produced by more than half of the children, while 110 words were produced by imitation and/or expressions in learning situations. The findings suggest the importance of selecting target words in consideration of the developmental level of the child's language and the semantic characteristics of words.


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電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会

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