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使用"青"故事进行叙事重述评估:基于实践的研究语音语言病理学伙伴关系探索故事等价性

Caitlin Coughler¹, Taylor Bardell², Mary Ann Schouten³

¹School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada.

Language, speech, and hearing services in schools

|September 1, 2023

概括

这项研究发现,两本无字图书对于评估幼儿的叙事技巧是相当的. 这支持它们在临床语言评估中用于进展监测的使用.

科学领域:

语言学的语言学.
发展心理学发展心理学
语音语言病理学语音语言病理学

背景情况:

叙事能力对于日常沟通,学术成功和社会互动至关重要.
叙述性评估对于识别语言迟缓的儿童至关重要,促使其纳入常规临床评估.
开发有效和临床相关的评估工具对于准确的进度监测至关重要.

研究的目的:

为了评估两个无字图画书的等价性,用于叙事重述评估工具.
确定叙事重述工具是否适用于监测幼儿的进步.
通过基于实践的研究伙伴关系,为叙事评估工具制定当地规范.

主要方法:

一个以实践为基础的学校语音语言病理学家 (SLPs) 和研究人员之间的研究伙伴关系.
幼儿园,一年级和二年级的263名学生参加了.
学生们重新讲述了两本无字图书中的一本,并回答了理解问题.

主要成果:

最初,主要和辅助事件被回忆,但不是总事件,观察到一个显著的故事效应.
召回的事件总量仅根据年级预测.
在重新分类可能被错误分类的事件后,对于回忆的主要或辅助事件没有发现显著的故事效应,支持故事等价性.

结论:

评估的叙事重述评估工具适用于监测学龄儿童的进步.
基于实践的合作研究有效地调整了评估工具以满足临床需求.
为叙事评估成功开发了当地规范性数据.

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