von Tetzchner S, Øvreeide K D, Jørgensen K K, Ormhaug B M, Oxholm B, Warme R
Department of Psychology, University of Oslo, PO Box 1094, Blindern, NO-0317 Oslo, Norway.
Disabil Rehabil. 2004;26(21-22):1335-46. doi: 10.1080/09638280412331280370.
To describe a graphic-mode communication intervention involving a girl with intellectual impairment and autism who did not develop comprehension of spoken language. The aim was to teach graphic-mode vocabulary that reflected her interests, preferences, and the activities and routines of her daily life, by providing sufficient cues to the meanings of the graphic representations so that she would not need to comprehend spoken instructions.
An individual case study design was selected, including the use of written records, participant observation, and registration of the girl's graphic vocabulary and use of graphic signs and other communicative expressions.
While the girl's comprehension (and hence use) of spoken language remained lacking over a 3-year period, she acquired an active use of over 80 photographs and pictograms.
The girl was able to cope better with the cognitive and attentional requirements of graphic communication than those of spoken language and manual signs, which had been focused in earlier interventions. Her achievements demonstrate that it is possible for communication-impaired children to learn to use an augmentative and alternative communication system without speech comprehension, provided the intervention utilizes functional strategies and non-language cues to the meaning of the graphic representations that are taught.
描述一种图形模式沟通干预方法，该方法针对一名患有智力障碍和自闭症且未发展出口语理解能力的女孩。其目的是通过为图形表征的含义提供足够线索，教授反映她的兴趣、偏好以及日常生活活动和常规的图形模式词汇，使她无需理解口头指令。
采用个案研究设计，包括使用书面记录、参与观察以及记录女孩的图形词汇、图形符号的使用和其他沟通表达。
在三年期间，该女孩仍缺乏对口语的理解（以及相应的使用能力），但她积极使用了80多张照片和象形图。
与早期干预所关注的口语和手势语相比，该女孩在应对图形沟通的认知和注意力要求方面表现得更好。她的成果表明，对于有沟通障碍的儿童来说，只要干预措施采用功能性策略以及针对所教授图形表征含义的非语言线索，即使没有言语理解能力，也有可能学会使用一种辅助和替代沟通系统。
