The effectiveness of the adapted Box Clever language intervention programme in the development of vocabulary and narrative skills of deaf and hard of hearing children

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
S. Hettiarachchi
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引用次数: 0

Abstract

ABSTRACT Children who are deaf or hard of hearing (DHH) in Sri Lanka have inadequate access to early amplification and language stimulation. As a result, they are at risk of impoverished language development: spoken language and sign language. Thirty DHH children who use Sri Lankan sign language between the ages of 4;4-7;2 years from three classrooms of a School for the Deaf were included in this study. The culturally-modified Box Clever language-enrichment programme was offered as a whole-class approach twice a week during a 12-week school term through the class teacher. Pre- and post-intervention language measures and statistical analyses of language scores were undertaken of receptive and expressive vocabulary on picture-naming tasks of target vocabulary. In addition, content and syntactic analyses of narrative skills were undertaken using the Elephant Tales Narrative Assessment, an informal assessment created by the researchers, as no local formal standardised assessments exist currently. There were promising results with statistically significant positive gains in receptive and expressive vocabulary skills on target vocabulary items post-intervention by all the participants. Positive qualitative differences were observed in the content within the target narrative assessment post-intervention by all participants with evidence of the emergence of two to three sign combinations by many of the children.
改编的Box Clever语言干预项目对聋哑和重听儿童词汇和叙事技能发展的效果
斯里兰卡的失聪或重听儿童(DHH)无法获得足够的早期放大和语言刺激。因此,他们面临语言发展贫乏的风险:口语和手语。本研究选取了来自一所聋哑学校三个班级的30名年龄在4岁、4岁至7岁、2岁之间使用斯里兰卡手语的DHH儿童。在为期12周的学期中,通过班主任每周两次提供文化改良的Box Clever语言丰富课程。对目标词汇的图片命名任务的接受性词汇和表达性词汇进行干预前和干预后的语言测量和语言得分统计分析。此外,由于当地目前还没有正式的标准化评估,研究人员使用大象故事叙事评估(Elephant Tales narrative Assessment)对叙事技能进行了内容和句法分析。干预后,所有参与者在目标词汇的接受性和表达性方面都取得了显著的积极进展。所有参与者在干预后的目标叙事评估内容中观察到积极的定性差异,有证据表明许多儿童出现了两到三个符号组合。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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