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Jing Sun¹, Rong-An Jhuo¹, Laura M Justice¹

¹Crane Center for Early Childhood Research and Policy, College of Education and Human Ecology, The Ohio State University, Columbus.

American journal of speech-language pathology

|March 13, 2026

概括

语音语言病理学家的语言病理学家.

科学领域:

语音语言病理学语言病理学
儿童语言发展儿童语言发展
教育心理学教育心理学

背景情况:

在语音语言病理学 (SLP) 中,口头反应对于有效的治疗至关重要.
了解学校环境中的SLP响应模式对于改善干预结果至关重要.
以前的研究还没有完全阐明SLP响应度和儿童语言获取之间的关系.

研究的目的:

探索语音语言病理学家 (SLPs) 在学校治疗课程期间的口头反应能力.
检查SLP响应度与儿童的初始语言技能及其在课程期间的口语输出之间的关系.
调查SLP响应度与儿童语言发展在一个学年之间的关联.

主要方法:

二次分析26个转录的,一对一的学校语音语言治疗课程.
涉及美国认证的SLP和患有发育性语言障碍的儿童.
手动编码治疗成绩单,以分类SLP的口头反应.

主要成果:

SLP的响应性 (重构,扩展) 构成了不到9%的暂时条件表达.
较低的初始儿童语言技能和较少的儿童谈话与SLP响应度有负相关性.
小学语文课程的响应性与儿童在学年语言学习的成绩没有关联.

结论:

在以学校为基础的治疗中,SLP的反应性很低,这表明需要培训和支持.
SLP可能对语言技能较低的孩子更有反应,可能会增加语言刺激.
研究结果强调,需要进一步研究优化SLP的响应能力,以改善儿童的语言成果.

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