一个自我指导的基于视频的护理人员实施的语言程序的有效性
Xin Qi1, Winnie W H Ng1, Gigi H K Tsang1
1Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong, China.
概括
这项研究发现,以视频为基础的护理人员语言程序有效地提高了护理人员的知识,但在语言促进技术 (LFT) 中显示了适度的收益. 直接指导可能对实施至关重要,这表明需要进一步的研究.
科学领域:
- 儿童语言发展 儿童语言发展
- 语音语言病理学 语言病理学
- 远程医疗干预 远程医疗干预
背景情况:
- 护理人员实施的语言课程对于早期语言困难是有效的.
- 这项研究评估了中国家庭的自我指导,基于视频的照顾者语言计划.
研究的目的:
- 评估基于视频的护理人员语言程序的有效性.
- 评估其对护理人员知识和语言便利化技术 (LFTs) 的使用的影响.
主要方法:
- 阶段 1:31 典型的发展儿童护理者双完成了视频培训.
- 第2阶段:28名语言困难的儿童被随机分配到训练加语音治疗或对照组.
- 措施包括计划完成,知识测验,以及对护理人员与儿童互动视频的分析.
主要成果:
- 两个阶段的计划完成率约为60%.
- 在受过培训的小组中,护理人员对LFT的知识显著增加.
- 适度,并行话语/手势的无意义改进;儿童发声的显著增长.
结论:
- 视频节目有效地向护理人员传递信息.
- 直接指导对于提高LFT实施似乎很重要.
- 需要进行更大规模的研究来证实其作为预防措施的有效性.
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