让我们阅读:通过书籍治疗口干预来建立盟友.
Michael Azios1, Farzan Irani2, Teyara Watson-Love1
1Department of Communicative Disorders, University of Louisiana Lafayette, Lafayette, LA, United States.
Journal of fluency disorders
|July 11, 2025
概括
一个为期四周的基于学校的书籍治疗计划显著改善了四年级学生对吃的孩子 (CWS) 的态度. 这项干预措施也被发现很容易在学校环境中实施.
科学领域:
- 语音和语言治疗治疗
- 儿童心理学 儿童心理学
- 教育干预教育干预
背景情况:
- 同龄人的态度可以显著影响吃的孩子 (CWS) 的社会经验.
- 基于学校的干预提供了一个实际的环境,以促进积极的社会互动和理解.
- 图书治疗,使用文学来促进讨论和同情心,有可能改变态度.
研究的目的:
- 评估基于学校的书籍治疗干预措施在改变非口吃儿童对CWS的态度方面的有效性.
- 评估在学校环境中实施本书治疗干预的可行性和易度.
主要方法:
- 四年级学生 (n=26) 参加了为期四周的书籍治疗计划,并进行指导讨论.
- 对口吃的孩子的同龄人态度 (PATCS) 尺度在干预前和后进行了管理.
- 研究生临床医生使用系统可用性量表 (SUS) 来评价干预实施的易度.
主要成果:
- 在干预后观察到对CWS态度的统计学上显著的积极变化.
- 书籍治疗干预在短时间内证明有效地改变同龄人的态度.
- 临床医生报告说,这项干预措施在易于实施方面是"好"到"优秀".
结论:
- 图书治疗是一种有效和可行的课堂干预措施,可以改善同学对口吃的态度.
- 干预在四周内取得的成功表明,临床医生可以采用针对环境的社会模式,这是一种可行的方法.
- 这种方法提供了一个实用的策略,以促进一个更具包容性的学校环境为CWS.
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