自我经历的困难在儿童的沟通参与与言语,语言和沟通需要-一个概念诱导研究
Eline Alons1,2, Bianca Berndsen-van Swaaij3, Caroline Terwee4,5
1Research Centre Healthy and Sustainable Living, HU University of Applied Sciences Utrecht, Utrecht, the Netherlands.
International journal of language & communication disorders
|December 11, 2025
概括
有沟通障碍的儿童确定了44个概念,详细说明了他们在沟通参与方面的困难. 这些发现将为开发语音和语言治疗的患者报告结果测量 (PROM) 提供信息.
科学领域:
- 语音和语言治疗治疗
- 儿科沟通障碍 儿科沟通障碍
- 患者报告的结果衡量结果.
背景情况:
- 沟通参与是言语和语言治疗的首要目标.
- 需要患者报告的结果测量 (PROM) 来评估儿童的沟通参与.
- 儿童对沟通挑战的看法对于开发有效的PROM至关重要.
研究的目的:
- 识别与沟通障碍儿童相关的自我报告的沟通参与方面的方面.
- 探索孩子自己对沟通困难的经验.
主要方法:
- 用半结构面试和日记与13名儿童 (5-12岁) 进行了采访,这些儿童患有语言障碍,DLD,语音障碍和/或听力损失.
- 数据分析涉及基于现有理论框架的定向内容分析.
- 还观察到儿童的回忆和反思能力.
主要成果:
- 讨论了171个情况,产生了44个概念,分为人,话题,步伐,位置,时刻和模式.
- 一些儿童,特别是8岁以下的DLD儿童,难以回忆和反思沟通参与.
- 这些已识别的概念为儿童自我感知的沟通挑战提供了洞察力.
结论:
- 这44个概念为开发儿童沟通参与的PROM提供了基础.
- 这些概念可以直接应用于与儿童的临床对话.
- 这项研究有助于从儿童的角度更好地理解沟通参与.
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