| Research Abstract |
The purpose of this study was to clarify the systematic and pragmatic aspects of the script method for teaching communication to the developmental disordered as Down's syndrome and autism through the experiments and researches focused on the succession of script-teaching, the generalization of targeted verbal behaviors, and relations between script-teaching and curriculum of school education.
From the view point of developmental continuity in the system of script, by many case studies, it is shown that there is a course beginning with ritual format in infantile period, then developing daily living scripts and structured scripts like a role-play and a game during little-childhood, expanding these repertory by instructive supports during childhood, also, the scripts to express one's own inner conditions like feeling or intention or belief, and to understand and respond properly to others' feeling or intention or belief, and finally elaborating social living scripts after adolescence. As for targeted verbal behaviors, at first practical verbal behaviors, as requesting objects, requesting actions, requesting instructions, greetings, reporting, and commenting were given priority. Then descriptive verbal behaviors on one's own or others' physical and mental conditions and on time and space were introduced. But, prepositional description and syntactic elaboration were required later.
On the other hand, from the view point of contemporaneousness in the system of script, it was shown by practical studies and reviews that there were educational fields as daily living, class activities, and cooking in which scripts were used, on the contrary, other educational fields as life-unit learning and occupational learning in which scripts were seldom used. It will be necessary to accumulate practical studies of life-unit learning, occupational learning, and other fields carried out in terms of script.
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