| Project/Area Number |
16330190
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Special needs education
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| Research Institution | Keio University |
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Principal Investigator |
YAMAMOTO Jun-ichi KEIO UNIVERSITY, Psychology, Professor, 文学部, 教授 (60202389)
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| Co-Investigator(Kenkyū-buntansha) |
KOJIMA Shozo KEIO UNIVERSITY, Psychology, Professor, 文学部, 教授 (70027499)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥8,400,000 (Direct Cost: ¥8,400,000)
Fiscal Year 2006: ¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2005: ¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2004: ¥5,400,000 (Direct Cost: ¥5,400,000)
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| Keywords | early intervention / assessment of development / joint attention / imitation / tact / picture exchange communication / evidence-based approach / children with autism / コミュニケーション / エビデンス・ベース研究 / 脳機能 / 近赤外分光法 / 可塑性 / 喃語 / 模倣 |
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| Research Abstract |
Children with autistic disorders have deficits in social communication and language caused by brain dysfunction. First, the characteristics of pre-verbal behavior and communication in children with autistic disorders were examined by the procedures of experimental psychology, and comparing the data with those of typically developing children. On the bases of these empirical data, we constructed the comprehensive intervention program for the development of communication. The program included the teaching curriculum of positive social interaction, symbolic play, joint attention, other-directed and self-directed imitation, vocal imitation, counter-imitation, and vocal production and listening comprehension. We examined the effect of the intervention program in 13 children with autistic disorders on the development of language and communication. The results of the present study indicated that a comprehensive and systematically constructed teaching program including joint attention and imitation teaching was effective for establishing language and communication of young children with autistic disorder and facilitating their general development, evaluated by standardized developmental test and adaptive test. When the children acquired vocal imitation, the communication skill and language development was facilitated. Even when the children did not acquire vocal communication, they could use picture exchange communication system with function. These results will contribute to the evidence-based intervention study for children with autistic disorders..
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