FACILITATING MR CHILDREN'S PRELINGUISTIC DEVELOPMENT

理论和相关的考虑表明，前语言 交际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 经常显示的语言水平远远低于 他们的心理年龄。这种意想不到的语言延迟可能部分是由于， 语言前交流发展方面的缺陷。初级阶段 研究的目的是调查以下方面的经验基础： 推论语言前和语言之间的因果关系 弱智儿童的沟通。要做到这一点，我们将确定 是否向智障教授语前交际技能 子女会影响父母对子女的语言输入， 孩子们后来的语言发展。在 前处理阶段，儿童的手段-目的关系，喋喋不休和发声 沟通的复杂性，以及父母的责任感和家庭得分 将被视为哪些对偶受益最大的潜在预测者 干预行动。受试者会有轻度到中度的智障。 表现出新出现的有意交流的儿童(大约 发育年龄9个月)，但还不能使用口语或手语 交流(大约12个月的发育年龄)。考虑到狭窄的 遴选标准，三波科目招聘，18，21， 提出21例儿童(N=60)。儿童将被随机分配 给治疗组或对照组。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个月或直到他们达到掌握标准。 控制组的孩子们将参加一个平等的游戏环节 用于控制非干预的干预会话的长度 对组间差异的解释。除 已经提到的前处理措施，语前交流， 父母的语言输入，和/或语言交流和语言 发展将分五个阶段进行评估； 治疗后，以及治疗后6、12和18个月 评估。检验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、多元回归与约翰逊-内曼 技术。

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.