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相关概念视频

Learning Disabilities01:25

Learning Disabilities

278
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
278
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

348
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
348
Language Development01:22

Language Development

460
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
460
Community Based Intervention01:30

Community Based Intervention

97
Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
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Genetic Lingo01:11

Genetic Lingo

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Overview
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Operant Conditioning Intervention01:24

Operant Conditioning Intervention

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Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
123

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相关实验视频

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Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication
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用增强和替代沟通为患有唐氏综合征的幼儿进行生成性语言干预:随机对照试验.

Jennifer Kent-Walsh1, Nancy Harrington1, Debbie Hahs-Vaughn2

  • 1School of Communication Sciences and Disorders, University of Central Florida, Orlando.

Language, speech, and hearing services in schools
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AAC生成性语言干预 (AAC-GLI) 方法在患有唐氏综合征的幼儿中显著改善了表达式语法技能. 这种干预对于提高这一群体的沟通能力至关重要.

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科学领域:

  • 语音语言病理学 语言病理学
  • 发育障碍 发育障碍是一种发展障碍.
  • 增强型和替代型通信

背景情况:

  • 患有唐氏综合征的儿童经常表现出语音理解问题,可能掩盖他们的真实语言和认知能力.
  • 增强型和替代性沟通 (AAC) 可以解决这些沟通挑战,但经常缺乏一致的语言干预.
  • 由于唐氏综合征儿童的言语困难,对能力的误解可能会出现.

研究的目的:

  • 评估AAC生成语言干预 (AAC-GLI) 对患有唐氏综合征的幼儿辅助表达语法的影响.
  • 为了确定AAC-GLI是否可以增强这个人群的辅助通信中的语法生产.

主要方法:

  • 采用了一种随机对照试验设计.
  • 参与者获得了AAC设备,并参加了AAC实施研讨会.
  • 干预组接受了4个月的每周两次基于游戏的AAC-GLI会议.
  • 使用加权的符号发音平均长度 (W-MLUSym) 来衡量进展.

主要成果:

  • 干预组在W-MLUSym.中表现明显优越.
  • 尽管有与COVID-19相关的挑战,但仍观察到这些积极的结果,包括减少入学率和增加退学率.

结论:

  • AAC-GLI方法有效地改善了唐氏综合征的幼儿的辅助表达语法技能.
  • 有针对性的AAC语言干预对于支持唐氏综合征儿童表达性语言发展和功能性沟通至关重要.