構音障害を主訴に来学した発達性読み書き障害児の1例

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\u27s core problem thus appeared to be a phonological type of developmental dyslexia

維持期感覚性失語症者に対する語音弁別訓練の検討 : 単音節・有意味二音節の訓練が聴覚的理解力に及ぼす効果

Two types of monosyllabic speech discrimination training and two types of meaningful disyllabic speech discrimination training were conducted in a man with chronic Wernicke\u27s aphasia. The effects of training on speech discrimination ability and auditory comprehension were investigated. The patient was a 48-year-old, right-handed male who started training about 4 years after putaminal hemorrhage. The training comprised a daily home task for a total of about 4 months, and the training results were measured once a week by a speech, language hearing therapist. In the monosyllabic speech discrimination training, a significant increase was seen in speech discrimination ability both in training with and without using written characters. In the speech discrimination training with meaningful disyllabic words, a better effect of training was seen with a method using oral reading of Kanji characters compared with a method of listening to sounds and comparing them with written characters. In an investigation of the effect using a Test of Lexical Processing in Aphasia for auditory comprehension, no change was observed with monosyllabic speech discrimination training; however, a significant increase in the number of correct answers was observed with speech discrimination training using meaningful disyllabic words

クシロガワリュウイキ ノ イトウ HUCHO PERRYI サンランカセン ニ オケル レキノイドウ キョウキュウ ニ カンスル チョウサケンキュウ

北海道東部の緩蛇行河川において,サケ科魚類イトウHucho perryiの産卵床は,蛇行区間の崖が洗掘され,堆積したと思われる河床の礫底に造成される傾向にある。そこで本研究においては,崖が存在する蛇行区間と崖が存在しない蛇行区間の物理環境を測定し,礫の供給が崖に依存しているか否かを調査した。結果,両蛇行区間の比較において,川幅,流速,半径に有意差はなかったが,水深は崖のある蛇行で有意に浅く,礫サイズも崖のある蛇行で有意に大きかった。また融雪増水時に投入した礫に移動が認められなかったことから,礫の供給は上流域からではなく崖が洗掘されることにより供給されるものと推定された。In eastern Hokkaido, Kushiro river basin where the redd of japanese huchen is observed, the river cliff eroded, and gravel accumulated. In this study, the physical environment was measured in order to examine just how the river precipice is the supply source of the gravel. As a result, no significant differences were indicated in the river width, velocity and the radius but the river depth in the meander with river cliff is significantly shallower than the one without river cliff and the size of gravel in the meander with cliff is significantly larger than the one without river cliff. Additionally, there was no obvious migration of gravel by freshet of snow melting. In conclusion, it was extrapolated that the gravel was provided not from upstream but by the eroding of the river cliff

クシロガワスイケイイチシリュウ ニ オケル イトウ HUCHO PERRYI ノ サンランセイタイ : 2006ネン ノ チョウサ ニ オケル サンランキカン サンランユカスウ オヨビ ソノ ブンプ ノ トクチョウ

2006年に北海道東部釧路川水系の一支流で,絶滅が危惧されている日本最大の淡水魚イトウ(Hucho perryi)の産卵生態調査をおこなった。調査において産卵期間は4月1日から5月7日までの37日間,産卵床は65床,水温は0.9-7.0℃を記録した。北海道中部や北部の河川において本種は4月下旬から産卵を開始し,産卵期間は7日から14日程度,産卵期の水温は3-7℃程度と報告されているが,北海道東部に位置する本研究の対象河川では,北海道中部や北部の河川よりも産卵開始日は3週間程度早く,産卵期間は長期であり,低い水温の時期から産卵していることが観察された。こうした特徴は,北海道中部や北部よりも降雪量が少ないこの地域特有の融雪期の気象条件や河川環境によるものであると推定された。The Sakhalin taimen, Hucho perry, is the biggest freshwater fish, and one of the endangered species in Japan. We studied reproductive ecology of this fish in one of the subsidiary streams of Kushiro River, eastern Hokkaido. In the study, the spawning period lasted for 37 days from April 1 to May 7. Redds were 65 and the water temperature was from 0.9 to 7.0 degrees Celsius. It is reported that this fish starts spawning at the end of April, the spawning period lasts for 7 to 14 days and the water temperature during spawning term is 3 to 7 degrees Celsius in the rivers in the middle and north of Hokkaido. However, in the river where we conducted this research in the east of Hokkaido, it was observed that the spawning of the fish started about three weeks, earlier than the fish in the rivers in the middle and north of Hokkaido that the spawning period was longer and that the spawning started when the water temperature was still low. It could be estimated that this is because the amount of snow in this area is comparatively small than that of the other areas and the climate conditions and river environment in the melting season differ

Rett症候群一例に対する言語聴覚療法の経過

We report our experience with a infant with Rett syndrome (RS) for whom we performed speechlanguage-hearing therapy on a weekly, with reference to the course of training and the importance of support for infants with RS.The infant was a 3-year-old girl who had been diagnosed with RS at the age of 1 year and 4 months, and began receiving speech-language-hearing therapy at our department at 2 years and 11 months.The infant followed a different course from that classic- RS, and showed developmental changes without regression of language and communication skills. With regard to language skills, the infant progressed from the word level to the word sequence level in terms of both comprehension and expression. As for communication skills, the infant became able to actively interact with others.These findings suggest that even in infants with disorders such as RS, developmental changes in language and communication skills can be achieved by performing individualized speech-languagehearing therapy that considers the child\u27s developmental stage from an early stage.Therefore, in order to support children with these disorders from an early stage, it is important in the future to actively report cases and to promote the recognition of the need for speech-language-hearing therapy

2歳代の語彙発達 : 語彙チェックリストを用いた表出語彙の分析

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

発達性読み書き障害児に対するATを用いた言語訓練

In the present study, we introduced an assistive technology (AT) for a child with developmental dyslexia and dysgraphia who demonstrated difficulty writing kanji characters, and reviewed the effects using the information processing model. The patient was an 11-year-old boy in the fifth grade at a regular elementary school. He had problems in the visual memory and retention stage of the information processing model and presented with kanji dysgraphia. Memory recall of kanji shape, which was poorly memorized and retained by the patient, was achieved through typing. As this method was therefore believed to be beneficial, the language training using computer-based AT commenced. Content over the year of training was divided into three phases: I, II, and III. Word input (three characters) typing speed was approximately 60 seconds in phase I, approximately 20 seconds in phase II and 3 to 5 seconds in phase III; as each training was repeated, speed gradually increased. The number of characters that could be typed also increased from monosyllables in phase I to words in phase II and short sentences in phase III. The above findings suggest that computer substitution in the area of difficulty for the patient provided an effective support method for dysgraphia

言語聴覚士実習生の臨床実習への満足度に影響する要因 : テキストマイニングによる検討

Objective: We investigated satisfaction with on-the-job training among 129 speech, language, and hearing therapy trainees.Materials and methods: Text mining analysis was performed to analyze factors that influenced trainee satisfaction regarding on-the-job training. Results: Among trainees with higher satisfaction and higher grades, the training opportunity increased their internal locus of control through the knowledge and therapy skills acquired and the exchanges with trainers and other staff. However, trainees with lower satisfaction tended to cite external factors such as the length of training or the training format as the cause. Conclusion: Our results suggest that students with a lower internal locus of control need to experience many successes throughout an intramural simulated on-the-job training curriculum