AAC干预对从学龄前儿童到具有发育障碍的新兴象征性沟通者在社会惯例中的沟通的影响
Syndey Miller1, Christine Holyfield1, Brenna Griffen2
1Department of Communication Disorders and Occupational Therapy, University of Arkansas, Fayetteville, AR, USA.
概括
这项研究表明,增强型和替代性沟通 (AAC) 干预,使用视觉场景显示 (VSD) 和提示,有效地改善在社会日常活动中具有发展障碍的学龄前儿童的语言沟通.
科学领域:
- 发展心理学 发展心理学
- 语音语言病理学 语言病理学
- 特殊教育 特殊教育
背景情况:
- 发展障碍的学前儿童往往需要增强型和替代性沟通 (AAC) 来在社会环境中发展语言技能.
- 社交互动对于幼儿时期的学习,社会联系和语言发展至关重要.
研究的目的:
- 评估AAC干预对发展障碍学龄前儿童在社会日常中的语言交流的影响.
- 评估高科技彩色照片视觉场景显示器 (VSD) 与最小至最大提示相结合的有效性.
主要方法:
- 采用了多个基线跨参与者单个主题研究设计.
- 六名被认为是发展障碍,包括自闭症的新兴象征性沟通者的学龄前儿童参加了这次活动.
- 干预的重点是歌唱活动期间的社会惯例中的语言交流.
主要成果:
- 在AAC干预后,所有六名参与者都在社交日常中增加了语言沟通.
- 在移除提示后,通信收益在很大程度上保持了下去.
- 通信也将通用化为使用类似视觉表示的高科技网格显示器.
结论:
- 结合VSD和提示的AAC干预是增强新兴符号通讯者的语言交流的有希望的方法.
- 在参与者之间和参与者内部注意到了沟通的变化,这表明个性化的方法可能是有益的.
- 需要进一步的研究来探索这种干预措施的更广泛的适用性和长期影响.
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