影响公共学校发展性语言障碍普遍查实施的因素
Tyler T Christopulos1, Sean M Redmond1
1Department of Communication Sciences and Disorders, The University of Utah, Salt Lake City.
Language, speech, and hearing services in schools
|July 17, 2023
概括
学校对发育性语言障碍 (DLD) 的普遍查显示出希望,但实施面临着工作量和意识差距等挑战. 解决这些因素是提高DLD幼儿识别率的关键.
科学领域:
- 语音和语言病理学 语言病理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 发育性语言障碍 (DLD) 影响了大约11个学龄儿童中的1个,导致了重大的学术和社会挑战.
- 早期识别DLD对于干预至关重要,但它在教育环境中仍未得到充分识别.
- 学校普遍查是改善DLD识别率的拟议策略.
研究的目的:
- 调查在学区实施DLD普遍查的障碍和促进因素.
- 收集学校工作人员关于DLD查挑战和支持的观点.
主要方法:
- 采用了两阶段混合方法的方法.
- 第一阶段涉及重点小组,以确定潜在的障碍和促进者.
- 第二阶段使用了从焦点小组数据开发的调查来评估语音语言病理学家和幼儿园教师之间的协议.
主要成果:
- 学校工作人员表示强烈支持普遍的DLD查.
- 确定的主要因素包括工作量的影响,对准专业管理的偏好,响应干预 (RTI) 计划的潜在作用,以及提高意识和教育的需要.
- 在焦点小组结果和调查答复之间发现了适度的一致性.
结论:
- 成功实施通用DLD查需要解决人员工作负担和提高意识.
- 合作研究工作应纳入已识别的障碍和促进者,以便在实践中应用.
- 培训和支持教育工作者对于有效的DLD识别和干预至关重要.
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