动态评估,不仅仅是一个诊断工具? 用于目标,教学时刻,以及语音声音障碍干预期间的程序问题
Amy Glaspey1, Andrea A N MacLeod2, Pyper Trumble1
1School of Speech, Language, Hearing, and Occupational Sciences, University of Montana, Missoula, Montana, USA.
动态评估,通常用于诊断,可以通过捕捉教学时刻来跟踪语音声音障碍干预进展. 这项研究表明,它提供了对治疗疗效的更全面的了解.
科学领域:
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 动态评估 (DA) 传统上用于诊断和基线数据在语音障碍 (SSD) 治疗.
- 优化干预结果的教学时刻中的特定元素在很大程度上仍然没有特征.
- 桥梁评估和干预对于提高治疗疗效至关重要.
研究的目的:
- 探索动态评估的实用性,作为一个基于课程的措施,以捕捉SSD治疗中的教学时刻.
- 确定教学时刻的基本特征,有助于改善治疗结果.
- 评估动态评估在干预期间跟踪儿童技能发展的有效性.
主要方法:
- 利用Glaspey声学动态评估评分系统来编码教学时刻并评估技能发展.
- 对两名患有SSD的年轻男孩进行了修改周期的治疗,使用最小和中等适应性目标块.
- 观察和编码的语言语言病理学家 (SLT),学生临床医生和孩子之间的相互作用.
主要成果:
- 动态评估编码成功地跟踪了SSD干预期间教学时刻的变化.
- 当与结果措施相结合时,DA提供了更全面的治疗疗效视角.
- 两位参与者都表现出进展,其中一位表现出更显著的收益,突出了各种治疗和客户因素的影响.
结论:
- 动态评估可以有效地用作基于课程的措施,以捕捉和分析SSD干预中的教学时刻.
- 这种方法促进了更为动态的干预过程,整合了评估和治疗实践.
- 需要进一步的研究来完善SSD治疗的动态评估框架中的目标设定.
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