- 秋田大学教育文化学部研究紀要 教育科学 = MEMOIRS OF FACULTY OF EDUCATION AND HUMAN STUDIES AKITA UNIVERSITY EDUCATIONAL SCIENCES (ISSN:13485288)
- vol.72, pp.1-10, 2017-03-01
The purpose of this study was to examine the effects of language training in a formation of referential function of word as receptive language for severely child with intellectual disabilities. The subject who was 10 year-old boy with intellectual disabilities, was given six language training tasks for a year and half to form referential function of word. The tasks of this language training involved: 1) formation of identificative and discriminative action with objects, 2) formation of concrete action with objects, 3) formation of classificative action with objects, 4) comprehension of a relation between objects and their sounds, 5) formation of symbolic gesture with objects, 6) formation of referential function of words as receptive language. The language training were arranged to gradually trigger the transformation of concrete actions to inner speech. The main findings were as follows: (1) The subject learned identificative, discriminative and concrete actions with objects in the language training process. Multiple effects were observed between the formation of concrete actions with objects. The formation of these actions generated a formation of representational function with objects. (2) Comprehension of a relation between objects and their sounds, and formation of referential function of word as receptive language. These findings indicated the language training are effective in the formation of referential function of words as receptive language for severely child with intellectual disabilities.