Sevcik Rose A
Department of Psychology, Georgia State University, Atlanta, Georgia 30302-5010, USA.
Disabil Rehabil. 2006 Feb 15;28(3):159-67. doi: 10.1080/09638280500077804.
Despite the importance of children's receptive skills as a foundation for later productive word use, the role of receptive language traditionally has received very limited attention since the focus in linguistic development has centered on language production. For children with significant developmental disabilities and communication impairments, augmented language systems have been devised as a tool both for language input and output. The role of both speech and symbol comprehension skills is emphasized in this paper.
Data collected from two longitudinal studies of children and youth with severe disabilities and limited speech serve as illustrations in this paper. The acquisition and use of the System for Augmenting Language (SAL) was studied in home and school settings. Communication behaviors of the children and youth and their communication partners were observed and language assessment measures were collected.
Two patterns of symbol learning and achievement--beginning and advanced--were observed. Extant speech comprehension skills brought to the augmented language learning task impacted the participants' patterns of symbol learning and use.
Though often overlooked, the importance of speech and symbol comprehension skills were underscored in the studies described. Future areas for research are identified.
尽管儿童的接受技能作为后期语言产出的基础非常重要，但由于语言发展的重点一直集中在语言产出上，接受性语言的作用传统上受到的关注非常有限。对于有严重发育障碍和沟通障碍的儿童，已设计出增强语言系统作为语言输入和输出的工具。本文强调了言语和符号理解技能的作用。
本文以从两项针对重度残疾和言语有限的儿童及青少年的纵向研究中收集的数据为例。在家庭和学校环境中研究了增强语言系统（SAL）的习得和使用情况。观察了儿童及青少年及其沟通伙伴的沟通行为，并收集了语言评估指标。
观察到两种符号学习和成就模式——初级和高级。参与增强语言学习任务时已有的言语理解技能影响了参与者的符号学习和使用模式。
尽管言语和符号理解技能的重要性常常被忽视，但在所描述的研究中得到了强调。确定了未来的研究领域。
