Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher
Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher
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探索使用 AAC 设备的 8 岁儿童与老师之间互动中出现的叙事元素
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
David P. Wilkins
中科院分区：
文献类型：
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作者：
G. Soto;Elizabeth Hartmann;David P. Wilkins
叙述能力被认为是学校成绩的一个环节，特别是与识字能力的获得有关。使用AAC的儿童可能存在叙事能力受损的风险，这是因为他们的语言学习经验不同，他们的AAC系统有限，并且受到物理和社会环境的限制。在这项研究中，出现在一个8岁的孩子谁使用AAC设备和她的老师之间的互动叙事的元素进行了描述。这项评估是通过使用叙事评估轮廓（布利斯，麦凯布，和米兰达，）的背景下，旨在引出一系列的叙事功能。结果表明，孩子和她的老师之间的互动，很难评估是否有控制权的某些功能的叙述的孩子。从纯粹的结构分析来看，大多数叙事话语维度似乎受到严重损害，因此需要立即干预。讨论包括叙事干预和建议的主题，为进一步研究的方面。
Narrative abilities have been identified as a link to successful school achievement and, in particular, to the acquisition of literacy. Children who use AAC may be at risk of impaired narrative facility due to the differences in their language learning experiences, limitation of their AAC systems, and limitations from constrained access to physical and social environments. In this study, the elements of narrative that emerged in the interactions between an 8-year-old child who used an AAC device and her teacher are described. This assessment was achieved through use of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, ) in the context of five tasks designed to elicit a spectrum of narrative features. Results indicate that the interactions between the child and her teacher made it difficult to assess whether or not the child had control of certain features of narrative. From a purely structural analysis, most narrative discourse dimensions appeared to be severely compromised and therefore in need of immediate intervention. Discussion includes aspects of narrative intervention and suggested topics for further research.