@article{oai:naruto.repo.nii.ac.jp:00027902,
 author = {島田, 恭仁 and SHIMADA, Yasuhito},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {The purpose of study 1 was to identify learning difficulty of elementary second grade child. Who had unsuitable communication skill, and then he couldn’t communicate with his peers so successfully. Identifications were performed on following 6 domains. Ⅰ : General intellectual development, Ⅱ : Cognitive abilities, Ⅲ : Academic skills, Ⅳ : Discriminating LD or other disability, Ⅴ : Multiple disabled conditions. Ⅵ : Medical diagnoses. Psychological test battery constructed with 3 traditional scales（WISC－Ⅲ・K−ABC・PVT）was used to assess some problems in these domains. These results showed that his most severe problem was learning difficulty on communication skill replying to other’s question. The purpose of study 2 was to remediate his difficulty of replying skill by communication training which included prose reading task with illustrated book and communication roll play according to prose context. Reading task was carried out from 1st session to 12th session. Communication roll play task was carried out from 3rd session to 12th session concurrently. After the 3rd session, one training session was constructed as follow. In a reading task, he read three paragraphs within a page using incidental memory strategy（item−specific processing），and then he recalled summary of prose context within that page. In communication roll play task, he played as a character in the illustrated book and replied to therapist verbally according to prose context. Effect of reading task was assessed by recall score, and then effect of communication roll play task was assessed by replying score. The results of these scores showed that incidental prose memory was so useful to prompt the effect of communication training, because prose context formed background context of the communication.},
 pages = {52--63},
 title = {偶発記憶の促進がコミュニケーション障害児の応答技能の改善に及ぼす効果},
 volume = {30},
 year = {2015},
 yomi = {シマダ, ヤスヒト}
}