FACILITATING MR CHILDREN'S PRELINGUISTIC DEVELOPMENT

理论和相关的考虑表明，前语言学 交流为后来语言学的几个方面奠定了基础 沟通和语言发展。 弱智儿童 经常表现出的语言水平大大低于预期， 他们的心理年龄 这种意外的语言延迟可能部分是由于， 语言前沟通发展的缺陷。 主 本研究的目的是调查的实证基础， 推断前语言和语言之间的因果关系 智力迟钝儿童的沟通。 为此，我们将确定 教授弱智儿童语言前沟通技巧 孩子影响父母对孩子的语言输入， 儿童后期的语言发展。 在 预处理期，儿童的手段-目的关系，咿呀学语和发声 沟通复杂性，父母的反应和HOME分数 将被视为潜在的预测，其中二分体受益最多， 干预。 受试者会有轻度到中度的智力迟钝 表现出有意交流的儿童（近似 发育年龄9个月），但尚未使用口语或手语 沟通（大约发育年龄12个月）。 鉴于狭窄的 选择标准，三波受试者招募，分别为18、21和 21名儿童（N = 60）。 孩子们将被随机分配 治疗组或对照组。 治疗组的儿童将 接受旨在促进语言前发展的干预 每周6次，持续6个月，或直到达到掌握标准。 对照组的孩子将参加一个游戏会议， 干预会话的长度，以控制不干预 组间差异的解释。 除了有 已经提到的预处理措施，语言前的交流， 父母的语言输入，和/或语言交流和语言 将在五个时期评估发展;预处理， 治疗后以及治疗后6、12和18个月 考核 测试研究所涉及的统计分析 问题将是MANOVA，重复测量ANOVA，MANCOVA，多变量 多元回归，多元回归，和约翰逊-内曼 法

Theoretical and correlational considerations suggest that prelinguistic communication lays the foundation for several aspects of later linguistic communication and language development. Mentally retarded children frequently show language levels substantially below that expected for their mental ages. This unexpected language delay may be due, in part, to deficits in prelinguistic communication development. the primary purpose of the research is to investigate the empirical basis for inferring a causal relationship between prelinguistic and linguistic communication in mentally retarded children. To do so, we will determine whether teaching prelinguistic communication skills to mentally retarded children influences their parents' linguistic input to their children and the children's later developing linguistic development. At the pretreatment period, children's means-end relations, babbling and vocal communication complexity, and the parents' responsivity and HOME scores will be taken as potential predictors of which dyads benefit most from the intervention. The subjects will be mildly to moderately retarded children who demonstrate emerging intentional communication (approximate developmental age 9 months) but do not yet use spoken or signed words to communicate (approximate developmental age 12 months). Given the narrow selection criteria, three waves of subject recruitment with 18, 21, and 21 children (N = 60) are proposed. Children will be randomly assigned to a treatment or control group. Children in the treatment group will receive an intervention designed to facilitate prelinguistic development six times/week for 6 months or until they reach mastery criteria. Children in the control group will participate in a play session of equal length to the intervention sessions to control for nonintervention explanations to between-group differences. In addition to the pretreatment measures already mentioned, prelinguistic communication, parental linguistic input, and/or linguistic communication and language development will be assessed at five periods; pretreatment, posttreatment, and 6, 12, and 18 months after the posttreatment assessment. Statistical analyses involved in testing the research questions will be MANOVA, repeated measures ANOVA, MANCOVA, multivariate multiple regression, multiple regression, and the Johnson-Neyman technique.