The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

IF 0.5 Q3 LINGUISTICS
Loul Saleh Al Rasheed
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引用次数: 1

Abstract

Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD. Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others. Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others. Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.
多感官教学的心理语言学方法对学习障碍儿童心理语言能力的影响
目的。目的是研究心理语言训练对提高自闭症儿童表达性语言的效果。方法。数据是在2021-2022学年期间从儿童中收集的。参与者是20名自闭症儿童,年龄在7到10岁之间,他们在一所自闭症儿童学校注册。所有的孩子都在同一学期上学。家长同意表格由校长和学校心理学家寄回家,告知潜在参与者的父母有关研究的情况,并请他们允许自己的孩子参加。人口统计资料是从学校记录和家庭报告中获得的。将患儿随机分为两组,实验组(n=10)和对照组(n=10)。这些儿童根据年龄、智商、社会阶层和语言能力的一般水平作为一组病例进行匹配。本研究特别编制了一份24项的六维问卷。目的是确定自闭症儿童的语言表达能力。这六个维度是:正确语言的说话和提问能力(4个项目),口头表达事物、需求和愿望的能力(4个项目),发音和模仿单词、字母和声音的能力(4个项目),重复和安排技能(4个项目),口头表达感情的能力(4个项目),对他人的讲话和问题作出反应的能力。结果。结果表明,正确语言的说话和提问能力,口头表达事物、需求和愿望的能力,发音和模仿单词、字母和声音的能力,重复和安排的能力,口头表达感情的能力以及对他人的讲话和问题作出反应的能力都有所提高。结论。总的来说,这项研究的结果为越来越多的关于心理语言训练对提高自闭症儿童表达语言的影响的文献做出了贡献。本研究为ASD儿童的表达性语言可以通过心理语言训练得到改善的观点提供了实证支持。
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来源期刊
Psycholinguistics
Psycholinguistics LINGUISTICS-
CiteScore
1.00
自引率
0.00%
发文量
18
审稿时长
20 weeks
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