准备学生临床医生提供补充条款的重制疗法:一个培训计划
Danyang Wang1, Maura Curran2, Karla McGregor3
1School of Education, University of California, Irvine.
American journal of speech-language pathology
|December 27, 2023
概括
这项研究对临床医生进行了对患有发育性语言障碍 (DLD) 的儿童的再造疗法的培训,发现虽然培训提高了临床医生的技能,但儿童只在WH补充剂上得到改善,而不是补充剂.
科学领域:
- 语言学的语言学.
- 语音语言病理学 语音语言病理学
- 发展心理学 发展心理学
背景情况:
- 发育性语言障碍 (DLD) 影响儿童的语言学习.
- 补充句是复杂的语法结构,对语言发展至关重要.
- 重制治疗是一种常见的干预技术,用于语音语言病理学.
研究的目的:
- 评估一项旨在增强学生临床医生提供重制治疗针对补充条款的能力的培训计划.
- 通过分析临床医师的回顾和DLD儿童的儿童语言进展来评估这项培训的有效性.
主要方法:
- 三名临床学生接受了两阶段的培训计划,重点是补充条款.
- 对六名患有DLD的儿童进行干预会话,分析了重制频率和动词多样性.
- 一个产生的生产任务测量了儿童对目标补体结构的理解.
主要成果:
- 学生临床医生平均每次为每位儿童提供30次针对性的重复检查.
- "那"补充的输入比WH补充更具变化.
- 儿童在WH补充剂使用方面表现出显著的进展,但在"那个"补充剂使用方面没有显著的进展.
结论:
- 有针对性的培训可以提高临床医生的复杂语法重制疗法技能.
- 临床医生输入模式和儿童学习模式之间存在差异.
- 由于输入稳定性和结构线索,WH补充可能更容易获得.
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