自闭症学龄前儿童语言有限的词汇:与早期词汇库存的调整
Eunji Kong1, Yitong Jiang1, Marina Crain1
1Special Education and Clinical Sciences, College of Education, University of Oregon, Eugene, Oregon, USA.
概括
患有自闭症和语言限制的幼儿使用独特的词汇,往往专注于个人兴趣而不是核心词汇. 这一发现对于选择适当的增强和替代通信 (AAC) 词汇和干预目标至关重要.
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
- 自闭症谱系障碍研究研究
背景情况:
- 患有自闭症和语言限制的儿童需要量身定制的干预措施.
- 现有的词汇工具可能无法捕捉到这些孩子的完整表达语言.
- 了解早期的词汇是有效增强和替代沟通 (AAC) 和教育策略的关键.
研究的目的:
- 分析自闭症和语言有限的学龄前儿童的早期词汇和手势.
- 为了比较孩子们的自发词语使用与现有的早期词汇评估工具.
- 为了告知口语和AAC干预的词汇选择.
主要方法:
- 从66名患有自闭症的学龄前儿童 (年龄3.5-5岁) 收集了自然语言样本 (20分钟).
- 表达式的单词和手势是从转录中编码的.
- 儿童的词汇量与麦克阿瑟沟通发展清单 (MCDI) 和核心词汇清单进行了比较.
主要成果:
- 74.24%的儿童使用口语,手势或两者兼而有之;9.09%使用语音生成器 (SGD).
- 口语主要用于评论;手势 (指针) 主要用于请求.
- 超过一半的儿童单词与MCDI重叠,但只有32%与核心单词列表重叠,表明他们更喜欢"边缘"单词.
结论:
- 患有自闭症和语言限制的幼儿可能会使用与个人兴趣相关的词汇.
- 当前的核心词汇列表可能不能完全代表这个群体的表达词汇.
- 这些发现对定制AAC词汇和为自闭症儿童设定干预目标有意义.
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