PROMOTING COMMUNICATION IN THE DEVELOPMENTALLY DISABLED

交流互动技能的缺乏导致了 学术和社交技能的缺陷，表现在 发育障碍儿童。这种沟通技巧 不足妨碍接受和成功 将发育残疾儿童融入主流 设置。这项拟议的研究将调查变量 涉嫌影响有效交际的发展 发育障碍者和正常者的互动技能 发展学龄前儿童。这项拟议研究的目标是 包括：(1)描述自然的交际交互 在残疾和非残疾儿童中；(2)评估 基于身份识别的同伴干预方案 促进互动的自然发生的策略；(3) 研究提高通用性和维护性的方法 同龄人使用促进性策略，并减少 教师的直接参与；以及(4)调查效果 针对发育障碍儿童的教学策略 促进更长时间的对话交流。长期的 本研究的目的是开发一种交际性的 互动干预计划将最大限度地利用 严重发育残疾儿童的语言和 第二，丰富他们学习认知和社交的潜力 通过语言获得技能。将进行拟议的研究 在四个正常服务的综合幼儿园教室里 发展儿童和有残疾条件的儿童 包括发育障碍、行为障碍和 语言延迟。在拟议的筹资期间，至少有56 发育正常的儿童和16名发育残疾的儿童 儿童将参与拟议的研究。建议数 研究计划包括六项研究；两项是描述性研究 四个采用单一受试者的实验设计。计划中的 研究对开发一种生态行为 交往发展的模式，最重要的是其 对制定更有效的程序作出直接贡献 可以在早期发展的关键时期使用的 在发育障碍儿童中。

The lack of communicative interaction skills contributes to the academic as well as the social skill deficits demonstrated by developmentally disabled children. This communication skill deficiency interferes with the acceptance and the successful integration of developmentally disabled children into mainstream settings. This proposed research will investigate variables suspected to influence the development of effective communicative interaction skills in developmentally disabled and normally developing preschoolers. The goals of this proposed research include: (1) describing the natural communicative interaction among handicapped and nonhandicapped children; (2) evaluating a peer-mediated intervention program based on the identification of naturally occurring strategies that facilitate interaction; (3) investigating methods to increase generalization and maintenance of peers' use of facilitative strategies and decrease the amount of direct teacher involvement; and (4) investigating the efficacy of teaching strategies to developmentally disabled children that facilitate longer conversational interchanges. The long-term objective of this research is to develop a communicative interaction intervention program that will maximize the use of language by severely developmentally disabled children and secondarily to enrich their potential to learn cognitive and social skills through language. The proposed research will be conducted in four integrated preschool classrooms that serve normally developing children and children with handicapping conditions that include developmental disabilities, behavior disorders, and language delays. During the proposed funding period at least 56 normally developing children and 16 developmentally disabled children will participate in the proposed studies. The proposed plan of research involves six studies; two are descriptive studies and four use single-subject experimental designs. The planned research has implications for the development of an ecobehavioral model of communicative development and is most significant in its direct contribution to the development of more effective procedures that can be employed during a critical period of early development in developmentally disabled children.