准确地识别学龄儿童的语言障碍,使用叙事语言的动态评估
Douglas B Petersen1, Alisa Konishi-Therkildsen1, Kallie Dawn Clark2
1University of Wyoming, Laramie.
Journal of speech, language, and hearing research : JSLHR
|November 21, 2024
概括
动态评估有效地识别了不同学生的语言障碍,在所有人口群体中显示出高准确度. 这种方法为儿童提供了一个不那么偏见的替代传统语言评估.
科学领域:
- 语音语言病理学 语言病理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 动态评估 (DA) 是一种有希望的,不太偏见的方法来识别儿童的语言障碍.
- 之前的研究缺乏足够的样本大小来进行强大的心理测量验证.
- 需要大规模验证,以确认DA在不同人群中的实用性.
研究的目的:
- 在一个大,多样化的学生样本中验证叙事语言的动态评估.
- 检查DA在人口统计学变量 (年龄,种族/种族,多语言,性别) 中的不变性.
- 为了确定临床使用的灵敏度,特异性和等级特定的切割点.
主要方法:
- 这是一项大规模的研究,涉及634名第一到五年级的学生.
- 语言障碍诊断通过对多个数据源的三角测量得到证实.
- 对叙事语言进行简短 (10分钟) 的动态评估.
主要成果:
- 动态评估显示出极好的灵敏度和特异性 (>90%).
- 在所有人口统计学变量中,可修改性得分一致.
- 评估准确地确定了所有学生群体的语言障碍.
结论:
- 叙事语言的动态评估是识别语言障碍的有效和可靠工具.
- 在多样化的学生群体中,DA提供了公正的分类.
- 结果支持使用DA作为静态评估的不那么有偏见的替代方案.
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