Coaching Parents to Use Naturalistic Language and Communication Strategies
Coaching Parents to Use Naturalistic Language and Communication Strategies
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指导父母使用自然语言和沟通策略
DOI：
10.1177/1096250615598815
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发表时间：
2017
影响因子：
--
通讯作者：
Laurie A. Dinnebeil
中科院分区：
文献类型：
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作者：
Yusuf Akamoglu;Laurie A. Dinnebeil
泰勒是一名新的早期干预专家，他刚刚开始在家中与26个月大的凯尔西及其家人一起工作。凯尔西被认为是发育迟缓，在表达能力方面表现出迟缓。凯尔西的母亲彼得森希望她的孩子能够表达她的基本需求和愿望。泰勒认为，凯尔西将从OneWord的发音中受益，以表达她的基本需求和愿望。他认为，在家庭的日常生活和活动中，凯尔西需要更多的机会练习技能。作为一名新的早期干预主义者，泰勒先生不确定如何引入自然主义的语言和沟通策略，以便家庭在日常生活和活动(如用餐、睡觉、玩耍、阅读等)中使用。语言习得始于早期，并受到语言输入的质量和数量的影响(Hart&Risley，1995；Moore，Barton，&Chironis，2014)。在早年，父母(即主要照顾者)和孩子之间的交流互动以及丰富的语言输入非常重要(Moore等人，2014年)。父母和孩子之间的互动自然发生，并贯穿于日常生活和活动中。这些自然发生的互动创造了许多机会来支持儿童的语言和交流技能(McWilliam，2012；Wood，Kashinath，&Goldstein，2004)。父母对他们的孩子和日常生活了如指掌，因此可以通过将语言和交流机会嵌入到日常生活和活动中，为他们的孩子创造丰富的语言环境(Wood等人，2004年)。自然主义语言和交际策略(即自然主义教学策略)指的是通过成人(如家长、教师)与儿童之间的言语(如口语)或非言语(如手势、手势)互动来促进儿童的语言和沟通技能的实践。自然主义教学策略(NT策略)的使用允许父母通过真实的学习体验来促进他们孩子的语言(Kaiser，Hancock，&Trent，2007)。Kaiser，Hancock和Nietfeld(2000)指出，报告中对自然主义语言教学的定义差异很大。
Mr. Taylor is a new early intervention specialist who has just started working with 26-month-old Kelsey and her family at their home. Kelsey is identified with developmental delay and shows delays in expressive communication skills. Kelsey’s mother, Ms. Peterson wants her child to be able to express her basic needs and wants. Mr. Taylor thinks Kelsey would benefit from working on oneword utterances to express her basic needs and wants. He believes that Kelsey needs more opportunities to practice skills during the family’s daily routines and activities. As a new early interventionist, Mr. Taylor is unsure how to introduce naturalistic language and communication strategies that the family can use during their daily routines and activities (e.g., mealtime, bedtime, play, reading, etc.). Language acquisition begins in the early years and is affected by the quality and quantity of language input (Hart & Risley, 1995; Moore, Barton, & Chironis, 2014). Communicative interactions between parent (i.e., primary caregiver) and child, as well as a rich language input are very important in the early years (Moore et al., 2014). Interactions between parents and children occur naturally and throughout daily routines and activities. These naturally occurring interactions create many opportunities to support the child’s language and communication skills (McWilliam, 2012; Woods, Kashinath, & Goldstein, 2004). Parents are knowledgeable about their children and daily routines, and therefore, can create languagerich environments for their children by embedding language and communication opportunities into daily routines and activities (Woods et al., 2004). Naturalistic language and communication strategies (i.e., naturalistic teaching strategies) refer to practices that are used to promote the child’s language and communication skills either through verbal (e.g., spoken words) or nonverbal (e.g., gestures, signs) interactions between an adult (e.g., parent, teacher) and a child. Use of naturalistic teaching strategies (NT strategies) allows parents to promote their child’s language through authentic learning experiences (Kaiser, Hancock, & Trent, 2007). Kaiser, Hancock, and Nietfeld (2000) stated, “The definition of naturalistic language teaching varies widely in reported “