最大限度地提高治疗的有效性:为有语言障碍的儿童提供成功的强化学前语言课程的六个关键要素
Karole A Howland1, Meghan G Graham1, Michelle Mentis1
1Department of Speech, Language & Hearing Sciences, Boston University, MA.
Language, speech, and hearing services in schools
|June 30, 2025
概括
这项研究详细介绍了针对语言障碍儿童的9年强化学前语言课程,强调以儿童为中心的方法和量身定制的强度,以实现最佳的表达性语言发展.
科学领域:
- 临床语言学 临床语言学
- 发展心理学 发展心理学
- 儿科语音语言病理学
背景情况:
- 幼儿园语言课程对于有语言障碍的儿童至关重要.
- 不同类型的群体,包括发育性语言障碍,双语学习者和自闭症谱系障碍,从有针对性的干预中受益.
- 长期实施为计划的有效性提供了有价值的见解.
研究的目的:
- 检查一个成功的,基于证据的夏季密集学前语言课程的关键元素.
- 为了分享9年计划实施的经验教训.
- 根据正在进行的观察和进度监测,调整程序元素.
主要方法:
- 讨论六个关键程序元素及其调整.
- 预处理语言样本的分析.
- 案例研究说明了目标选择,治疗方法和语法和叙事开发中的进展文档.
主要成果:
- 以儿童为中心的治疗方法是非常有效的.
- 有效的语言样本分析有助于目标识别和进度监测.
- 解决语法和叙事宏观结构可以提高学龄前儿童的语言技能.
结论:
- 课程的强度应该与孩子的自我调节需求保持一致.
- 有针对性的干预措施可以改善不同学龄前儿童群体的表达性语言技能.
- 基于证据的实践是成功语言课程成果的关键.
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