家长指导针对学习中文的自闭症学龄前儿童的语言成果:一项初步研究
Patrick C M Wong1, Hoyee W Hirai2, Li Wang2
1Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, PR China; Department of Linguistics & Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, PR China.
Journal of communication disorders
|November 28, 2024
概括
这项研究表明,在线家长辅导计划可以提高自闭症儿童学习中文的语言技能. 该计划使用视频反和沟通策略,为家庭提供了一个有前途的方法.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 语音语言病理学 语言病理学
背景情况:
- 自闭症谱系障碍 (ASD) 是一种影响沟通和社会互动的终身神经发育状况.
- 父母实施的干预措施对于ASD儿童早期语言发展至关重要.
- 自闭症支持的在线交付模式正在出现,需要文化特定的研究.
研究的目的:
- 评估一项由家长实施的在线支持计划的初步有效性,用于患有或有ASD风险的学习中文的学龄前儿童.
- 评估文化适应的自闭症在线家长辅导计划的可行性和影响.
- 为满足针对中国家庭的基于证据的在线干预措施的需求.
主要方法:
- 进行了一项涉及22个家庭 (12个活体,10个对照) 的病例控制研究.
- 活跃组接受了6个月的在线课程,其中包括7种沟通策略,辅导和视频反.
- 语言结果 (发言的平均长度,类型标记比率,代名词产生) 通过干预前后的亲子互动视频进行测量.
主要成果:
- 活跃组在语言测量方面表现出显著的改善,不包括类型-令牌比率,效果大小中等.
- 在对照组中没有观察到统计学意义上的变化.
- 在线家长辅导计划对目标人群的语言发展产生了积极的影响.
结论:
- 在线家长辅导,可选择在小组形式,显示了提高中国学习儿童与自闭症的语言成果的潜力.
- 这些发现支持数字化交付的干预措施在不同文化背景下对自闭症的支持的有效性.
- 需要进一步的大规模研究来证实这些初步结果.
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