交互方法和添加高科技增强型和替代型沟通对学龄初级沟通者语言前和语言交流的影响
Nicolette Sammarco Caldwell1, Christine Holyfield1, Tara O'Neill Zimmerman1
1Department of Rehabilitation, Human Resources, and Communication Disorders, University of Arkansas, Fayetteville, Arkansas, USA.
概括
社会惯例和高科技增强型和替代型沟通 (AAC) 显著提高了残疾学龄儿童的沟通能力. 整合这些方法可以支持语言前和语言前的沟通发展.
科学领域:
- 语音和语言病理学 语言病理学
- 特殊教育 特殊教育
- 辅助技术 辅助技术 辅助技术
背景情况:
- 增强型和替代性沟通 (AAC) 研究很少涉及到学龄开始的沟通者.
- 确保残疾人的沟通权利至关重要.
研究的目的:
- 探索社会常规和指令互动方法对学龄儿童语言前沟通的影响.
- 在最有效的交互方法中评估高科技AAC的附加好处.
主要方法:
- 采用单个主题研究设计,对四名多重残疾的学龄儿童进行了研究.
- 在社会常规,指令和独立游戏条件之间进行了比较.
- 该研究评估了高科技AAC与最有效的交互策略相结合的影响.
主要成果:
- 参与者在社交活动中表现出最积极的情感和语言前沟通.
- 当高科技AAC被添加到社交程序中时,语言沟通增加了,而语言前沟通被保持或改善.
结论:
- 临床医生应该在休活动中为学龄开始的沟通者纳入易于接触的,有吸引力的社交程序.
- 应提供高科技的AAC以促进语言交流,同时继续支持语言前交流.
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