双语荷兰语儿童叙事的动态评估:识别发育性语言障碍
Julie Daelman1, Kristiane Van Lierde1,2, Lut Willems1
1Center for Speech and Language Sciences (CESLAS), Department of Rehabilitation Sciences, Ghent University, Gent, Belgium.
概括
动态评估通过评估可修改性,而不仅仅是获得分数,有效地区分具有发育语言障碍 (DLD) 的双语儿童. 这种方法有助于在不同语言背景下准确诊断.
科学领域:
- 语音语言病理学 语言病理学
- 发展心理学是发展心理学.
- 在诊断中的语言多样性.
背景情况:
- 双语儿童由于标准测试中的语言和文化偏见,有可能误诊发育性语言障碍 (DLD).
- 动态评估侧重于学习能力和可修改性,为双语儿童提供了更准确的诊断方法.
- 患有DLD的儿童通常表现出更有限的语言学习能力.
研究的目的:
- 调查典型发育双语儿童和DLD儿童之间的增益得分和可修改性的差异.
- 通过使用动态评估协议来评估叙事能力.
主要方法:
- 使用了测试-教学-重新测试协议,并使用了叙事干预.
- 参与者包括10名典型发育双语儿童和6名DLD儿童 (年龄在6.0-10;1).
- 在干预前和后使用多语言叙述评估工具 (MAIN) 测量叙述能力.
主要成果:
- 典型的发展双语儿童显示显著更高的可修改性比DLD儿童得分.
- 两组之间没有发现获得得分的显著差异.
- 可修改性得分表明,在典型发育的儿童中,对干预的反应更强.
结论:
- 通过动态评估评估可变性是一种有效的方法,用于区分患有DLD的双语儿童和因暴露而导致语言差异的儿童.
- 这种方法可以提高双语儿童临床实践中的诊断准确性.
- 对叙事的动态评估为与不同人群工作的语音语言病理学家提供了一个有希望的工具.
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