Facilitating prelinguistic communication skills in young children with developmental delay.
Facilitating prelinguistic communication skills in young children with developmental delay.
复制标题
促进发育迟缓幼儿的语言前沟通技巧。
DOI：
10.1044/jshr.3601.83
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发表时间：
1993
期刊：
影响因子：
--
通讯作者：
Jones,HA
中科院分区：
文献类型：
--
作者：
Warren,SF;Yoder,PJ;Gazdag,GE;Kim,K;Jones,HA
很少有研究侧重于制定和评估旨在促进语前沟通技能习得的干预策略。我们进行了两个实验，以确定环境教学法对特定的前语言交际技能的习得和概括的影响。在第一个实验中，我们在多基线设计中使用这种干预方法，向患有唐氏综合症和语言延迟的单个受试者教授语前请求、评论和声音模仿。结果表明，干预方法在促进儿童在治疗环境中使用这些技能方面是有效的。因此，在第二个实验中，我们对这一方法进行了更全面的分析，对象是4名智力低下的受试者。其中三个受试者被教会了请求，1个受试者被同时教会了请求和评论。采用跨受试者的多基线设计进行了实验评估。结果表明，干预对4名受试者均能有效地在训练环境中引出干预目标。所有4名受试者都在刺激材料、环境、教师和互动方式上表现出泛化的证据。也有证据表明，由于儿童交流行为的变化，在泛化环境中课堂教师如何与受试者互动的相互影响。
Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.