Expressive and receptive vocabulary learning in children with diverse disability typologies
Expressive and receptive vocabulary learning in children with diverse disability typologies
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DOI：
10.1179/2047387715y.0000000010
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发表时间：
2016-01-01
影响因子：
2.1
通讯作者：
Camarata, Stephen
中科院分区：
文献类型：
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作者：
Davis, Tonia N.;Lancaster, Hope S.;Camarata, Stephen
对23名不同类型的儿童进行了一项综合故事书和游戏词汇干预的单一受试者研究，其中包括10名自闭症谱系障碍（ASD），3名发育障碍（DD），5名唐氏综合征和5名特定语言障碍（SLI），他们目前正在接受语音语言服务，并有针对语言的个人教育计划（IEP）目标。参与者的年龄从3岁1个月到7岁4个月不等。采用平行治疗设计，以确定（a）单词水平，（B）儿童水平和（c）相似类型和发育特征的儿童的变化。所有的孩子都学会了词汇的表达和接受方式的标准。不同病因的儿童在接受性或表达性词汇学习的轨迹上没有差异。这些结果表明，单词学习的轨迹可能是非常一致的残疾类型。这些研究结果的理论和临床后果进行了讨论。
A combined storybook and play vocabulary intervention was implemented as a single-subject study of 23 children of diverse typologies, including 10 with autism spectrum disorder (ASD), three with developmental disability (DD), five with Down Syndrome, and five with specific language impairment (SLI), who were currently receiving speech-language services and had an individual education plan (IEP) goal targeting language. Participants' ages ranged from 3 years-1 month to 7 years-4 months. A parallel treatment design was used to identify changes at (a) word level, (b) child level, and (c) in children of similar typological and developmental profiles. All children learned vocabulary words to criterion in both expressive and receptive modalities. Children of different etiological origin did not vary in the trajectory of their receptive or expressive word learning. These results suggest that the trajectory of word learning may be remarkably consistent across disability typologies. The theoretical and clinical ramifications of these findings are discussed.