在学校里的交流:一项关于发展性语言障碍的全国性教师调查。

IF 2.2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Brittany Ciullo, Jill Hoover
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引用次数: 0

摘要

目的:本研究的目的是调查美国教师如何理解和感知发展性语言障碍(DLD)。本研究通过一项调查来考察教师对DLD的理解以及DLD在学校的影响,从而为传播科学与障碍(CSD)学科内的宣传工作以及言语语言病理学家(slp)与教师之间的合作提供信息。方法:本调查采用在线质量量表进行,包括27个封闭式问题(即李克特量表或多项选择题)和4个开放式问题。我们使用描述性统计和逻辑回归分析封闭式问题。使用总结性内容分析对开放式回答问题进行分析。结果:244份回复被纳入分析。调查受访者成功地确定了对DLD儿童来说困难的基于语言的活动,例如参与对话。许多受访者不熟悉DLD这个术语,也不知道这种疾病的终生性。受访者自评的识别DLD学生的能力、确定DLD的教育影响的能力以及使用课堂住宿的能力,根据教学角色类型、教学年级和先前的语言障碍培训而有所不同。公开回应的内容分析揭示了四个类别捕捉受访者对DLD的描述:社会影响、沟通、学校环境和教师洞察力。许多受访者对DLD的特点及其在整个学校的影响感到不确定。结论:尽管许多调查对象不熟悉DLD这个术语和相关的诊断标准,但他们准确地识别了许多对于DLD学生来说在封闭式和开放式问题上都很困难的任务。为提高对语言障碍的认识,并在语言障碍研究人员、实践语言障碍研究人员和教育工作者之间建立关于语言障碍的共同术语,本文提供了对语言障碍研究人员和语言障碍研究人员的实际意义和未来发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.

Purpose: The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language pathologists (SLPs) and teachers.

Method: The survey was administered online via Qualtrics and consisted of 27 closed-response questions (i.e., Likert scale or multiple-choice) and four open-response questions. We analyzed the closed-response questions using descriptive statistics and logistic regression. The open-response questions were analyzed using a summative content analysis.

Results: Two hundred four responses were included in the analysis. Survey respondents successfully identified language-based activities that would be difficult for children with DLD, such as participating in conversations. Many respondents were not familiar with the term DLD nor the lifelong nature of the disorder. Respondents' self-rated ability to recognize students with DLD, determine the educational impact of DLD, and use classroom accommodations varied based on type of teaching role, grade taught, and previous training in language disorders. Content analysis of open responses revealed four categories capturing respondents' descriptions of DLD: social impact, communication, school environment, and teacher insight. Many respondents felt uncertain about characteristics of DLD and its impact across the school day.

Conclusions: Although many survey respondents were unfamiliar with the term DLD and associated diagnostic criteria, they accurately identified many tasks that would be difficult for students with DLD on both closed-response and open-response questions. Practical implications for SLPs and future directions for CSD researchers are provided to improve DLD awareness efforts and to establish shared terminology about language impairment among CSD researchers, practicing SLPs, and educators.

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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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