管理学龄前有沟通障碍儿童的语言和学习需求。积极主动的方法。

Clinics in communication disorders Pub Date : 1993-01-01
P A Prelock
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引用次数: 0

摘要

如果在本文开头的案例研究中使用了一种积极主动的评估和干预方法,可能会发生以下情况:SLP会要求被转介进行沟通评估的3岁半儿童的父母和兄弟参与评估活动。父母会被要求优先考虑他们对女儿的沟通、行为和学业成绩的期望。他们会被告知,根据她对一个3岁半的孩子在这些方面的表现期望的了解,SLP也会做同样的事情。家长和SLP都会同意考虑在不止一个环境或背景下描述孩子的沟通、行为和学业成功的潜力。这个孩子在她家里和学前班都能看到。临床医生会观察孩子与熟悉的和不熟悉的儿童和成人的玩耍。父母会记录孩子一周的沟通成功和失败。临床医生会用父母认为成功和不成功的情况来说明孩子的长处和短处。父母会被要求写下他们对干预类型的想法,如果有的话,他们认为他们的女儿需要满足他们设定的期望。临床医生也会做同样的事情,并会咨询教育专家和心理学家,以获得他们对学龄前儿童教育和认知需求的看法。语言病理学家会要求其他专业人士协助对这个孩子进行评估。心理学家会在家里完成一些测试,SLP会帮助解释孩子的反应。教育专家会邀请特殊语言教师在学前诊断环境中观察孩子,评估孩子在不熟悉的环境中与同龄人理解和交流的能力。这个团队,包括家长、特殊服务人员、心理学家和教育专家,将会面分享他们收集到的关于孩子在学校的沟通、行为和成功潜力的信息。SLP将扮演一个案例管理者的角色,列出每个参与者为孩子确定的优点和缺点。当列表完成后,SLP将呈现跨上下文报告的一致的优势和劣势领域。团队成员会制定出他们对孩子表现期望的声明。(摘要删节为400字)
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Managing the language and learning needs of the communication-impaired preschool child. A proactive approach.

If a proactive approach to assessment and intervention had been used in the case study presented at the beginning of this article, the following might have occurred: The SLP would have asked the parents and brother of the 3 1/2-year-old child referred for a communication evaluation to participate in the assessment activities. The parents would have been asked to prioritize their expectations for their daughter's communication, behavior, and school success. They would have been told the SLP would do the same based on her knowledge of performance expectations in these areas for a 3 1/2-year old. Both the parents and the SLP would have agreed to consider describing the child's communication, behavior, and potential for school success in more than a single setting or context. The child would have been seen in her home as well as in a preschool setting. The clinician would have observed the child's play with both familiar and unfamiliar children and adults. The parents would have kept a log of their child's communication successes and failures for one week. The clinician would have used those situations the parents identified as successful and unsuccessful to specify the child's strengths and weaknesses. The parents would have been asked to write down ideas they had on the type of intervention, if any, they felt their daughter needed to meet the expectations they set. The clinician would do the same and would have consulted with an educational specialist and a psychologist to obtain their perspective on the educational and cognitive needs of a preschooler. The speech-language pathologist would have asked other professionals to assist in assessment of this child. The psychologist would have completed some testing in the home with the SLP providing help in interpreting the child's responses. The educational specialist would have invited the SLP to observe the child in a diagnostic preschool setting to assess the child's ability to understand and communicate in an unfamiliar environment with peers. The team, including the parents, the SLP, psychologist, and educational specialist would have met to share the information they had gathered about the child's communication, behavior, and potential for success in school. The SLP would have acted as a case manager and listed the strengths and weaknesses each participant identified for the child. When the list was complete, the SLP would have presented consistent areas of strength and weakness reported across contexts. The team members would have developed statements of their performance expectations for the child.(ABSTRACT TRUNCATED AT 400 WORDS)

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