Promoted Speech Intelligibility in a Child with Autism Spectrum Disorder by Contingent Imitation and Contingent Extended Imitation Training: A case study

果に関する検討 : 事例研究 Sub Title Promoted speech intelligibility in a child with autism spectrum disorder by contingent imitation and contingent extended imitation training : a case study Author 石塚, 祐香(Ishizuka, Yuka) 山本, 淳一(Yamamoto, Junichi) Publisher 慶應義塾大学大学院社会学研究科 Publication year 2016 Jtitle 慶応義塾大学大学院社会学研究科紀要 : 社会学心理学教育学 : 人間と社会の探究 (Studies in sociology, psychology and education : inquiries into humans and societies). No.81 (2016. ) ,p.1929 Abstract Although previous studies have examined the effect of imitation training on speech intelligibility in children with autism, few studies have evaluated the effects of contingent and extended imitation training on the same. In addition, little is known about the relationship between the development of oral motor movement and speech intelligibility. Therefore, we need to focus on oral motor movement as a type of trained behavior. The aims of this study were (1) to investigate whether a child with autism had improved his or her speech intelligibility through contingent and extended imitation training and (2) to demonstrate the relationship between oral motor development and speech intelligibility. The boy who participated in this study was 8 years and 11 months old (MA : 2 years and 4 months old). We used multiple baseline designs across behaviors to examine the effects of the training on speech intelligibility. The target behaviors were (1) mouth open widely, (2) loudness of speech, and (3) sustained sound. At baseline, the experimenter modeled the target behavior, provided verbal praise, and handed out some snacks after all responses were given regardless of whether the response was correct or incorrect. During the training, when the child imitated the model correctly, the experimenter provided contingent imitation and extended imitation after which the child's next vocal imitation and extended imitation were elicited. The follow up was the same procedure as the one followed for the baseline. Prior to and after the training, the experimenter showed picture cards to the child and encouraged the child to say and to imitate the names of the cards to assess speech intelligibility. The result suggests that contingent imitation and extended imitation training facilitated oral motor development. The child's speech intelligibility also improved post assessment. Therefore, the finding suggests that a strong relationship exists between oral motor development and speech intelligibility. Notes 論文 Genre Departmental Bulletin Paper URL http://koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?koara_id=AN0006 957X-00000081-0019