儿童语言障碍的术语导航和循证实践：教育工作者面临的挑战和解决方案

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2020-11-01 DOI:10.1177/1525740119857701

Kristen R. Victorino, Nicole Magaldi

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引用次数: 1

摘要

原发性或其他原因不明的语言障碍儿童的诊断标签在不同的环境和科学文献中都有。在其他问题中，这种缺乏一致性给循证实践的成功应用带来了困难。本文回顾了不断发展的术语，并解决了不一致的问题，特别关注沟通科学与障碍（CSD）学生的教学机会。基于问题的学习（PBL）的教学方法非常适合这一挑战；回顾了一个结构化的教学模式，并为教育工作者提出了具体的指导方针。

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Navigating Terminology and Promoting Evidence-Based Practice for Child Language Disorders: Challenges and Solutions for Educators

Diagnostic labels for children with primary, or otherwise unexplained, language disorders range across settings and within the scientific literature. Among other problems, this lack of agreement creates difficulty with the successful employment of evidence-based practice. This article reviews the evolving terminology and addresses issues of inconsistency with a particular focus on instructional opportunities for students in Communication Sciences and Disorders (CSD). The pedagogical approach of problem-based learning (PBL) is well suited to this challenge; a structured model for instruction is reviewed and specific guidelines for educators are suggested.

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.