Speech-Language Pathologists’ Self-Reported Language Input and Recommendations During Early Intervention

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2022-04-08 DOI:10.1177/10538151221086512

N. Maltman, Emily Lorang, Courtney E. Venker, A. Sterling

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引用次数: 1

Abstract

This study examined the extent to which early intervention (EI) speech-language pathologists (SLPs) use and recommend language input strategies for caregivers of children with language delays and the child factors associated with these decisions. Participants included 213 SLPs who completed an online survey. Wilcoxon signed-rank tests, Friedman’s analyses of variance, and Spearman correlations were used to determine the extent to which EI SLPs used and recommended language input, child factors that influenced recommendations and input, and relationships between SLPs’ self-reported strategies and recommendations to caregivers. EI SLPs reported recommending expanding on child utterances more than other strategies. EI SLPs reported using grammatical input more than telegraphic input and recommended grammatical phrases as children made gains in spoken language. Language strategies used by SLPs inconsistently aligned with their recommendations to caregivers. Results underscore the importance of evaluating recommendations to caregivers in the context of EI.

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言语病理学家自我报告的语言输入及早期干预建议

本研究调查了早期干预（EI）言语语言病理学家（SLP）为语言延迟儿童的照顾者使用和推荐语言输入策略的程度，以及与这些决定相关的儿童因素。参与者包括213名SLP，他们完成了一项在线调查。使用Wilcoxon符号秩检验、Friedman方差分析和Spearman相关性来确定EI SLP使用和推荐语言输入的程度、影响推荐和输入的儿童因素，以及SLP自我报告策略和向照顾者推荐之间的关系。EI SLP报告称，与其他策略相比，他们更建议扩大儿童话语。EI SLP报告称，随着孩子们在口语方面的进步，他们更多地使用语法输入而不是电报输入，并推荐语法短语。SLP使用的语言策略与他们对护理人员的建议不一致。研究结果强调了在EI背景下评估对护理人员的建议的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.