アブストラクト
Japanese
| Title | 日本語版トイトーク (Toy Talk) による保護者指導の効果 : 保護者の言葉かけの変化と子どもの文の発達に関する予備的研究 |
|---|---|
| Subtitle | 原著論文 |
| Authors | 遠藤俊介**, 田中裕美子*** |
| Authors (kana) | |
| Organization | **埼玉県立小児医療センター保健発達部, ***大阪芸術大学 |
| Journal | コミュニケーション障害学 |
| Volume | 39 |
| Number | 3 |
| Page | 131-142 |
| Year/Month | 2022 / 12 |
| Article | 原著 |
| Publisher | 日本コミュニケーション障害学会 |
| Abstract | Hadley, Rispoli, Holt, et al. (2017) は, 語連鎖初期の子どもの言語発達を促す指導法としてトイトーク (Toy Talk : TT) を提唱した. これは, 保護者を指導して主語に多様な名詞を用いた言葉かけを意識させることで, 子どもの文表出の発達を促すものである. 本研究では, 日本語版TTが日本の母親の文の多様性 (sentence diversity) を増加させるか, また, 母親の言葉かけを指導することが言語に問題のある子どもの文の発達を促すかを検証した. 日本語版TTでは, 保護者に動態動詞を意識した言葉かけを指導することで, 保護者の文の多様性を増やし, 子どもの文の発達を促す. 言語に問題のある子どもの母親4名に月1回約60分の個別指導を2〜3カ月行い, 「おもちゃについて話す」「その動きについて話す」という2つの方略を教示した. その結果, 指導を受けた母親とその子どもの文の多様性が増加した. TT指導により保護者の言葉かけを変えることが可能であり, その効果として子どもの文発達を促す可能性が示唆された. |
| Practice | 医療技術 |
| Keywords | トイトーク, 保護者指導, 文の発達, 文の多様性, 言語発達障害児, Toy Talk, parent-implemented intervention, grammatical development, sentence diversity, language disordered children |
English
| Title | Effects of Parental Intervention by Japanese Version of Toy Talk Method : Preliminary Study on Changes in Parent's Utterances and the Sentence Development of Children with Language Problems |
|---|---|
| Subtitle | |
| Authors | Shunsuke ENDO*, Yumiko TANAKA** |
| Authors (kana) | |
| Organization | *Division of Speech-Language-Hearing Therapy, Center for Child Health and Human Development, Saitama Children's Medical Center, **Osaka University of Arts |
| Journal | The Japanese Journal of Communication Disorders (1347-8451) |
| Volume | 39 |
| Number | 3 |
| Page | 131-142 |
| Year/Month | 2022 / 12 |
| Article | Original article |
| Publisher | Japanese Association of Communication Disorders |
| Abstract | [ABSTRACT] The Toy Talk (TT) method was developed to increase the diversity of lexical noun phrase subjects in parents' input in order to accelerate their children's grammatical development. Our study examined whether this type of training can enhance sentence diversity among Japanese mothers and whether mother-implemented intervention can improve the language performance of their two-to four-year-old children with language problems. The mothers received individual TT instruction on language modeling strategies, such as (a) talking about the toys that her child plays with, and (b) using sentences with a verb indicating movement, for 60 minutes once a month for about three months. The Japanese version of the TT method requires mothers to focus on verbs rather than nouns because Japanese signals and diverse sentences are based on verbs. Following the TT instruction, the mothers and their children displayed increased sentence diversity in their utterances within a short period, indicating that TT can change parents' input and enhance their children's sentence development. We discuss the clinical implications and future research directions. |
| Practice | Medical technology |
| Keywords | Toy Talk, parent-implemented intervention, grammatical development, sentence diversity, language disordered children |
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残りの11件を表示する
- Hadley, P.A., Rispoli, M., Holt, J.K. (2017b). Input subject diversity accelerates the growth of tense and agreement:indirect benefits from a parentimplemented intervention. Journal of Speech, Language, and Hearing Research. 60, 2619-2635.
- Hadley, P.A., Rispoli, M., Hsu, N. (2016). Toddlers' verb lexicon diversity and grammatical outcomes. Language, Speech, and Hearing Services in School. 47, 44-58.
- Imai, M., Kita, S., Nagumo, M., et al. (2008). Sound symbolism facilitates early verb learning. Cognition. 109(1), 54-65.
- Leorard, L.B. and Deevy, P. (2017). The changing view of input in the treatment of children with grammatical deficits. American Journal of Speech-Language Pathology. 26, 1030-1041.
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