Improving Dimensional Change Card Sort Performance of Preschoolers With Developmental Language Disorder: Effects of Two Task Variations.
Improving Dimensional Change Card Sort Performance of Preschoolers With Developmental Language Disorder: Effects of Two Task Variations.
复制标题
提高患有发展性语言障碍的学龄前儿童的维度变化卡片分类表现：两种任务变化的影响。
DOI：
10.1044/2020_jslhr-20-00382
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Kapa,LeahL
中科院分区：
文献类型：
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作者：
Kapa,LeahL
PurposeThis research note addresses whether task administration variations can improve Dimensional Change Card Sort（DCCS）performance in preschoolers with developmental language disorder（DLD）.MethodParticipants includes preschoolers with DLD who failed the standard DCCS，which is characterized by increased from one card sorting rule to a new rule.大约2.5个月的延迟后，参与者重新测试的DCCS在三个条件之一：重复标准管理，参与者标记相关的卡尺寸，或简单地删除目标卡前switch.ResultsChildren在这两个标签和目标删除条件得分显着较高的第二次管理相对于第一。然而，跨条件比较，在目标去除条件的参与者得分较高的第二DCCS相比，参与者在标准和标签条件下，这并没有从彼此different.ConclusionsDCCS性能的学龄前儿童DLD可以改善通过改变任务管理。最有效的改变是增加切换到新分类规则的显著性，而不是通过他们自己的标签行为来引导孩子的注意力。
PurposeThis research note addresses whether task administration variations can improve Dimensional Change Card Sort (DCCS) performance in preschoolers with developmental language disorder (DLD).MethodParticipants included preschoolers with DLD who failed the standard DCCS, which is characterized by inability to switch from one card sorting rule to a new rule. After an approximately 2.5-month delay, participants were retested on the DCCS in one of three conditions: repeating standard administration, participants labeling relevant card dimensions, or briefly removing target cards before the switch.ResultsChildren in both the labeling and target removal conditions scored significantly higher on the second administration relative to the first. However, comparing across conditions, participants in the target removal condition scored higher on the second DCCS compared to participants in the standard and labeling conditions, which did not differ from each other.ConclusionsDCCS performance of preschoolers with DLD can be improved by changing task administration. The most effective change is increasing the salience of the switch to the new sorting rule, as opposed to directing children's attention via their own labeling behavior.