课堂环境对非说话的学龄自闭症儿童使用AAC设备的影响
Meredith Suhr1, Allison Bean1, Jordyn Rolniak1
1Department of Speech and Hearing Science, The Ohio State University, Columbus, OH, USA, and.
International journal of speech-language pathology
|July 3, 2023
概括
使用语音生成设备 (SGD) 的儿童在结构化的课堂环境中更容易沟通. 在所有情况下增加沟通机会可以改善自闭症儿童的SGD使用.
科学领域:
- 增强型和替代型通信 (AAC)
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 有效的语言学习需要持续的沟通机会.
- 使用语音生成设备 (SGD) 的儿童在整个学日中经常使用不一致的设备.
- 了解SGD使用上下文影响对于增强沟通至关重要.
研究的目的:
- 调查不同的课堂环境如何影响使用SGD的非说话自闭症儿童的交流机会的频率和类型.
- 探索SGD使用 (自发,提示,模仿) 在不同层次的结构和指导性在课堂环境中的差异.
- 应用复杂的适应性系统理论来分析新兴沟通者的沟通模式.
主要方法:
- 录制了14名自闭症儿童在各种学日环境中使用SGD的视频观测.
- 用于自发性,提示和模仿的设备使用的编码.
- 基于支持和指导性的课堂环境的分类.
主要成果:
- 在课堂环境中观察到SGD使用的显著差异.
- 儿童在高度结构化的环境中表现出更高的沟通频率和更自发的,提示的和模仿的使用.
- 在缺乏结构,缺乏指令的环境中,如自由游戏中,沟通明显较低.
结论:
- 该研究强调了在所有学校环境中增加沟通机会的必要性.
- 调整沟通策略以提高设备在不太结构化的环境中的使用是至关重要的.
- 防止上下文沟通需要在整个学日内刻意创造机会.
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