The Challenge of Rich Vocabulary Instruction for Children With Developmental Language Disorder
The Challenge of Rich Vocabulary Instruction for Children With Developmental Language Disorder
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发展性语言障碍儿童丰富词汇教学的挑战
DOI：
10.1044/2020_lshss-20-00110
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Cole, Renee
中科院分区：
文献类型：
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作者：
McGregor, Karla K.;Van Horne, Amanda Owen;Curran, Maura;Cook, Susan Wagner;Cole, Renee
目的该研究的目的是探索发育性语言障碍（DLD）儿童对丰富词汇教学的反应，并确定影响结果的潜在因素。方法发育性语言障碍（DLD）儿童参加了科学营内的语言干预。使用家长和临床医生的报告，标准化测试，探针，笔记和视频，我们得出了7个露营者的描述谁接受了词汇干预，结合丰富的教学原则。我们在这里提出他们作为一个案例series.ResultsFive情况下，适度的收益在第2层的科学词汇和科学知识的干预。1例无反应，另1例无法完成干预。后两种情况下提出了三重风险：DLD，执行功能缺陷，与贫困相关的压力。相比之下，最好的反应者也生活在贫困中，患有DLD，但他有完整的执行功能，现有词汇的优势，更强的科学知识，更好地参与科学和语言干预活动，并且年龄较大。其他因素，似乎有助于结果包括复杂的词的形式和dosage.ConclusionsTranslating丰富的指导临床实践的研究是具有挑战性的。这个案例系列激发了关于挑战的性质以及如何应对挑战的假设，主要的假设是，对DLD儿童进行丰富词汇教学的适度成功并不是方法本身的限制，而是反映了在根据DLD儿童个体的需求定制目标，方法和剂量时进行干预的困难。补充材料https：doi.org/10.23641/asha.13667699
PurposeThe aims of the study were to explore responses of children with developmental language disorder (DLD) to rich vocabulary instruction and to identify potential factors that contribute to outcomes.MethodChildren with DLD participated in a language intervention embedded within a science camp. Using parent and clinician reports, standardized tests, probes, notes, and video, we derived descriptions of seven of the campers who received a vocabulary intervention that incorporated principles of rich instruction. We present them here as a case series.ResultsFive cases responded to the intervention with modest gains in Tier 2 science vocabulary and science knowledge. One case demonstrated no response, and another was unable to complete the intervention. The latter two cases presented with triple risks: DLD, executive function deficits, and stressors associated with poverty. In comparison, the best responder also lived in poverty and had DLD, but he had intact executive function, strengths in extant vocabulary, stronger knowledge of science, better engagement in the science and language intervention activities, and was older. Other factors that seemed to contribute to outcomes included the complexity of the word forms and dosage.ConclusionsTranslating research on rich instruction to clinical practice is challenging. This case series motivated hypotheses about the nature of the challenge and what to do about it, the primary one being that the modest success of rich vocabulary instruction for children with DLD is not a limitation of the approach itself but rather a reflection of the difficulty of delivering the intervention while tailoring the targets, approach, and dosage to the needs of individual children with DLD.Supplemental Materialhttps://doi.org/10.23641/asha.13667699