移动学习:为有严重身体和沟通障碍的儿童提供直立、免提、自主行动能力的考虑。

IF 2.1 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Fei Luo, Sarah W Blackstone
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引用次数: 0

摘要

儿童的发展有时被描述为一系列孤立的里程碑,例如,第一次微笑,第一次说话,坐下,爬行,迈出第一步,等等,尽管这实际上并不是人类发展的展开方式。相反,在儿童时期出现的许多技能可以用神经可塑性、动态系统理论和具身认知来更好地理解。基于这些发现和理论,我们探讨了直立、免提、自主活动对使用辅助和替代沟通的严重身体和沟通障碍儿童的潜在影响,特别关注他们的沟通能力的发展。我们讨论的研究表明,不同的身体能力的孩子,当他们从事直立,免提,自主活动的好处。这篇文章反映了世界卫生组织的国际儿童和青少年功能、残疾和健康分类,考虑到识别功能性沟通需求和目标的重要性,考虑到参与障碍、沟通限制以及个人和环境因素。我们提倡采用以家庭为中心、跨专业合作的服务提供模式,这种模式更直接符合当前的人类发展理论。最后,我们呼吁采用实施科学来帮助弥合理论与基于证据的实践之间的现有差距。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Move to learn: considerations for providing upright, hands-free, self-initiated mobility to children with severe physical and communication disabilities.

Development in children is sometimes described as a series of isolated milestones, e.g., first smile, first word, sitting, crawling, first step, and so on, even though that is not actually how human development unfolds. Rather, many of the skills that emerge during childhood are better understood using neuroplasticity, dynamic systems theory, and embodied cognition. Based on these findings and theories, we explore the potential impact that upright, hands-free, self-initiated mobility can have on children with severe physical and communication disabilities who use augmentative and alternative communication, specifically focusing on their growth in communicative competence. We discuss research that demonstrates the benefits to children with different physical abilities when they engage in upright, hands-free, self-initiated mobility. This article reflects the World Health Organization's International Classification of Functioning, Disability and Health for Children and Youth by considering the importance of identifying functional communication needs and goals, taking into account participation barriers, communication limitations, and personal and environmental factors. We advocate for adopting family-centered, interprofessional collaborative service delivery models that more directly align with current theories of human development. Finally, we call for the adoption of implementation science to help bridge the existing gaps between theory and evidence-based practices.

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来源期刊
Augmentative and Alternative Communication
Augmentative and Alternative Communication AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.80
自引率
15.00%
发文量
25
审稿时长
>12 weeks
期刊介绍: As the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), Augmentative and Alternative Communication (AAC) publishes scientific articles related to the field of augmentative and alternative communication (AAC) that report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems; or that discuss theory, technology, and systems development relevant to AAC. The broad range of topic included in the Journal reflects the development of this field internationally. Manuscripts submitted to AAC should fall within one of the following categories, AND MUST COMPLY with associated page maximums listed on page 3 of the Manuscript Preparation Guide. Research articles (full peer review), These manuscripts report the results of original empirical research, including studies using qualitative and quantitative methodologies, with both group and single-case experimental research designs (e.g, Binger et al., 2008; Petroi et al., 2014). Technical, research, and intervention notes (full peer review): These are brief manuscripts that address methodological, statistical, technical, or clinical issues or innovations that are of relevance to the AAC community and are designed to bring the research community’s attention to areas that have been minimally or poorly researched in the past (e.g., research note: Thunberg et al., 2016; intervention notes: Laubscher et al., 2019).
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