使用 SHAPE CODING 系统对发育性语言障碍儿童进行个性化形态句法目标识别和明确干预的效果以及疗程内剂量的影响。

IF 2.2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Susan H Ebbels, Mollie Gadd, Hilary Nicoll, Lucy Hughes, Nicola Dawson, Caroline Burke, Samuel D Calder, Pauline Frizelle
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引用次数: 0

摘要

目的:我们研究了使用 SHAPE CODING™ 系统以不同剂量进行高度个性化形态句法干预的有效性:八名年龄在 8;0-10;10(岁;月)的发育性语言障碍儿童接受了 10 小时的明确个性化形态句法干预,每周一次,每次 30 分钟,共 20 周。在进行至少四次基线探究测试后,每节课有两个语法目标接受明确的指导,直到它们达到标准(90%),然后再引入下一个目标。为了控制每节课的长度和教学片段的密度,要么两个目标每节课接受 20 个教学片段,要么一个目标接受 10 个教学片段,另一个目标接受 30 个教学片段。此外,还对已完成的目标进行了维持性测试:结果:干预后的探究测试得分明显高于基线阶段(d = 1.6),而基线阶段和维持阶段没有变化。然而,干预阶段的进步非常明显。一名受试者在干预后的进步明显更快,而另一名受试者(注意力得分最低)则进步甚微。如果考虑到相对于累计干预次数的进展情况,每节课进行 30 次教学的进展较快,而进行 10 次教学的进展较慢。然而,如果将累计教学次数作为预测指标,则所有三种课时内剂量都显示出非常相似的进步率,每增加一次教学次数,正确回答的几率就会增加 3.9%。实现目标平均需要 40-60 次教学:结论:除一名参与者外,个性化干预效果显著,效率很高。因此,个性化目标识别过程和干预方法值得在更大的儿童群体中进一步研究。每个目标在不同疗程中的累计教学次数似乎是关键。因此,临床医生应该以高教学集数率为目标,尤其是在疗程次数有限的情况下。否则,可以灵活安排干预时间。补充材料:https://doi.org/10.23641/asha.25996168。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effectiveness of Individualized Morphosyntactic Target Identification and Explicit Intervention Using the SHAPE CODING System for Children With Developmental Language Disorder and the Impact of Within-Session Dosage.

Purpose: We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages.

Method: Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min individual sessions once per week for 20 weeks. Following at least four baseline probe tests, two grammatical targets per session received explicit instruction until they reached criterion (90%), when the next target was introduced. To control for session length and teaching episode density, either both targets received 20 teaching episodes per session or one target received 10 teaching episodes and the other 30. Maintenance testing of completed targets was also carried out.

Results: Scores on probe tests post-intervention were significantly higher than during the baseline phase (d = 1.6) with no change during the baseline or maintenance phases. However, progress during the intervention phase was highly significant. One participant showed significantly faster progress with intervention, while one (with the lowest attention score) made little progress. When considering progress relative to cumulative intervention sessions, progress was faster with 30 teaching episodes per session and slower with 10. However, when cumulative teaching episodes were used as the predictor, all three within-session dosages showed very similar rates of progress, with the odds of a correct response increasing by 3.9% for each teaching episode. The targets that were achieved required an average of 40-60 teaching episodes.

Conclusions: With the exception of one participant, the individualized intervention was highly effective and efficient. Thus, the individualized target identification process and intervention method merit further research in a larger group of children. The cumulative number of teaching episodes per target provided across sessions appeared to be key. Thus, clinicians should aim for high teaching episode rates, particularly if the number of sessions is constrained. Otherwise, intervention scheduling can be flexible.

Supplemental material: https://doi.org/10.23641/asha.25996168.

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来源期刊
Language Speech and Hearing Services in Schools
Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language
CiteScore
4.40
自引率
12.50%
发文量
165
期刊介绍: Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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