Sevcik R A, Romski M A, Adamson L B
Department of Psychology, Georgia State University, Atlanta, GA 30302-5010, USA.
Disabil Rehabil. 2004;26(21-22):1323-9. doi: 10.1080/09638280412331280352.
To review issues related to the use of augmentative systems with young children and present a case study of one child and family's experience with the System for Augmenting Language (SAL).
The case involved a preschool child with severe developmental delays who had little functional speech. Acquisition and use of graphic symbols on a speech-output communication device was studied in home and clinical settings. Language and communication behaviours of the child and his communication partners were observed and language assessment measures were collected.
Child engagement state varied across the two settings with a stable profile seen in the therapy setting and a clear increase at home. Child communicative attempts increased following the introduction of the augmented system. Parents reported successful use of the SAL.
SAL is a viable communication intervention approach for young children.
回顾与年幼儿童使用辅助系统相关的问题，并呈现一个儿童及其家庭使用语言增强系统（SAL）的案例研究。
该案例涉及一名有严重发育迟缓且功能性言语极少的学龄前儿童。在家庭和临床环境中研究了其在语音输出通信设备上对图形符号的习得和使用情况。观察了该儿童及其沟通伙伴的语言和沟通行为，并收集了语言评估指标。
儿童的参与状态在两种环境中有所不同，在治疗环境中呈现稳定状态，在家中则明显增加。引入增强系统后，儿童的沟通尝试增加。家长报告称成功使用了SAL。
SAL是一种适用于年幼儿童的可行的沟通干预方法。
