著者

大森 史隆 笠井 新一郎 天辰 雅子 中山 翼 飯干 紀代子 山田 弘幸 オオモリ フミタカ カサイ シンイチロウ アマタツ マサコ ナカヤマ ツバサ イイボシ キヨコ ヤマダ ヒロユキ Fumitaka OHMORI Shinichiro KASAI Masako AMATATSU Tsubasa NAKAYAMA Kiyoko IIBOSHI Hiroyuki YAMADA

雑誌

九州保健福祉大学研究紀要 = Journal of Kyushu University of Health and Welfare

巻号頁・発行日

vol.11, pp.119-126, 2010-03

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This study examined 300 children aged 24-35 months to clarify expressive vocabulary development using the vocabulary checklist questionnaire. Children were classified into 4 periods: first period, 24-26 months; second period, 27-29 months; third period, 30-32 months; and fourth period, 33-35 months. We analyzed median and quartiles of expressive vocabulary and performed one-way analysis of variance to determine which periods differed significantly from other periods. As a result, median total expressive vocabulary was 238.0 in the first period, 423.0 in the second period, 508.0 in the third period, and 661.0 in the fourth period. A clear correlation was seen between total expressive vocabulary, noun vocabulary, verb vocabulary, adjective vocabulary and child age. No significant difference in total expressive vocabulary was evident between second and third periods. These results indicate an incubation period in which the expressive vocabulary is invariable. A significant difference was apparent between the second and third periods in the verb vocabulary, suggesting a qualitative change in the expressive vocabulary. However, the term of increasing verb vocabulary was shorter than that for the noun vocabulary, which previous studies have reported in children aged 18-30 months.

著者

大森 史隆 水本 豪 橋本 幸成

出版者

日本音声言語医学会

雑誌

音声言語医学 (ISSN:00302813)

巻号頁・発行日

vol.63, no.1, pp.13-22, 2022 (Released:2022-01-28)

参考文献数

10

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慢性期失語症例に対し,仮名1文字の書取訓練(40分/回,計35回,約4ヵ月半)において単音節語からなる漢字1文字をキーワード,漢字1文字を初頭に含む複合語等をヒントとして用いた.その結果,平仮名44文字中,書取可能な文字数が9文字から31文字に増加した.仮名1文字の書取には,キーワードの書字やヒント想起の可否がかかわっていた.仮名1文字の書取の成否に影響を及ぼす文字特性を検討した結果,キーワードとして用いた漢字の画数が有意であった.書取可能となった平仮名31文字を組み合わせて2文字単語20語の書取訓練(40分/回,計14回,約2ヵ月)を実施した結果,書取可能単語数は3語から17語に増加した.両訓練は,モーラ分解・抽出の必要がない単音節の漢字1文字単語をキーワードとして用いたため,音韻処理障害のある本例に有効であった.訓練に際しては,漢字の画数に留意し,文字数の少ない単語を用いる必要性が示された.

著者

大森 史隆 飯干 紀代子 山田 弘幸 オオモリ フミタカ イイボシ キヨコ ヤマダ ヒロユキ Fumitaka OHMORI Kiyoko IIBOSHI Hiroyuki YAMADA

雑誌

九州保健福祉大学研究紀要 = Journal of Kyushu University of Health and Welfare

巻号頁・発行日

vol.14, pp.129-133, 2013-03

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We created a modified version of the Mini-Mental State Examination (MMSE) for persons with hearing loss (HL) and tested its reliability, validity and effectiveness among 40 elderly participants. We extracted the MMSE items `registration', `recall', `repetition' and `comprehension' and in the HL condition, these four items were only presented with simultaneous spoken and written instructions. The results were as follows: (1) The HL test-retest coefficient of correlation was r = 0.74; Cronbach's α was 0.64. (2) In the non-hearing loss group, the HL test results showed a correlation with the MMSE, the Oldest-Old version of the Cognitive Assessment Questionnaire and the Clinical Dementia Rating(CDR-J). (3) A 2-way ANOVA was conducted with cognitive function as the within-subjects factor and hearing loss as the between-subjects factor; for total score, `registration' and `repetition', the effect of cognitive function test was significant only in the hearing loss group. The retest reliability of HL, its concurrent validity and its effectiveness were confirmed. It is desirable to administer the standard MMSE to persons with hearing loss if they can use hearing aids or adjustments can be made to the volume. However, if such modifications are not possible, HL may be useful in cases where it is necessary to repeat questions.

著者

中山 翼 大森 史隆 飯干 紀代子 笠井 新一郎

出版者

九州保健福祉大学

雑誌

九州保健福祉大学研究紀要 (ISSN:13455451)

巻号頁・発行日

vol.12, pp.141-148, 2011-03

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Here we present the case of a child who visited the university with the chief complaint of dysarthria. He initially suffered from dysarthria and mild mental retardation, but later developed serious problems with reading and writing. We considered his phonological processing ability and a possible connection with developmental dyslexia. The child was a 7-year-old boy who was in second grade at a regular elementary school. At 5 years of age, he was diagnosed with a submucous cleft palate and underwent surgery to correct this. After surgery, he was evaluated and started receiving training. He was diagnosed with language delay due to mild mental retardation and dysgraphia accompanying underdeveloped dysarthria, and received 7 months of ST training. In the re-evaluation that followed his training, he was not seen to have general mental retardation, but his problems with reading and writing became apparent. Cross-examining his problems reading and writing with a triangle model and visual cognition processes suggested a problem with bilateral processing of writing and phonology. This was a decoding problem, which is the basic condition of a patient with developmental dyslexia. The boy's core problem thus appeared to be a phonological type of developmental dyslexia.