Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language Disorder.
Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language Disorder.
复制标题
促进患有发展性语言障碍的儿童的语法发展的五项额外循证原则。
DOI：
10.1044/2023_ajslp-23-00049
复制
发表时间：
2024
影响因子：
2.6
通讯作者：
Kornelis,Miriam
中科院分区：
文献类型：
--
作者：
Finestack,LizbethH;Ancel,Elizabeth;Lee,HaeJi;Kuchler,Kirstin;Kornelis,Miriam
由于许多发展性语言障碍（DLD）儿童的语法形式发展困难，语言干预往往侧重于支持儿童使用语法语言。本文在Fey et al.（2003）的基础上提出了五条促进DLD儿童语法形式发展的原则。五个附加原则中的三个涉及与目标语法形式一起使用的语境的选择和呈现（原则11 - 13）;有两项原则鼓励纳入额外的干预内容：听觉轰炸和显性指令（原则14和15，分别）.方法我们提出经验证据，并在可用时，描述支持五个附加原则中每一个的理论动机。然后，我们描述了我们如何将这五个原则整合到20到30分钟的干预课程中，这些课程针对4到8岁DLD儿童的常规过去时态，第三人称单数，现在进行式/动词+ing，ordo/does问题。每节课包括四个活动：句子模仿、故事复述、结构化游戏和听觉轰炸。我们提供了每个活动的细节，相关材料，以及突出每个原则的结合的说明性例子。ResultsWhen targeting the development of grammar forms in intervention，current evidence supports the use of a high degree of linguistic variability（原则11），在不同难度的语境中呈现目标形式（原则12），在句法结构不同的句子中呈现目标形式（原则13），使用听觉轰炸（原则14），以及纳入明确的指导（原则15）。临床医生可以使用这些原则时，针对一系列的语法形式在相对较短的干预会话，包括各种activity.ConclusionsThis文章鼓励就业的五个额外的原则到语法语言干预。描述、材料和例子展示了如何在一次干预会议中解决所有原则。
PurposeBecause the development of grammatical forms is difficult for many children with developmental language disorder (DLD), language interventions often focus on supporting children's use of grammatical language. This article proposes five additional principles to those suggested by Fey et al. (2003) to facilitate the development of grammatical forms by children with DLD. Three of the five additional principles address the selection and presentation of linguistic contexts to be used with target grammatical forms (Principles 11–13); two principles encourage the incorporation of additional intervention components: auditory bombardment and explicit instruction (Principles 14 and 15, respectively).MethodWe present empirical evidence and, when available, describe the theoretical motivations to support each of the five additional principles. We then describe how we have integrated the five principles into 20- to 30-min intervention sessions that target regular past tense–ed, third-person singular–s, present progressiveis/areverb+ing, ordo/doesquestions for 4- to 8-year-olds with DLD. Each session includes four activities: sentence imitation, story retell, structured play, and auditory bombardment. We provide details of each activity, relevant materials, and illustrative examples that highlight the incorporation of each of the principles.ResultsWhen targeting the development of grammatical forms in intervention, current evidence supports the use of a high degree of linguistic variability (Principle 11), the presentation of target forms in contexts that vary in difficulty (Principle 12), the presentation of target forms in sentences that vary in syntactic structure (Principle 13), the use of auditory bombardment (Principle 14), and the incorporation of explicit instruction (Principle 15). Clinicians can use these principles when targeting a range of grammatical forms in relatively short intervention sessions comprising a variety of activities.ConclusionsThis article encourages the employment of five additional principles into grammatical language intervention. Descriptions, materials, and examples demonstrate how the principles can all be addressed within a single intervention session.