Hadley P A, Rice M L
Department of Speech-Language-Hearing, University of Kansas, Lawrence.
J Speech Hear Res. 1991 Dec;34(6):1308-17. doi: 10.1044/jshr.3406.1308.
The purpose of this study was to describe preschoolers' conversational responsiveness in an integrated classroom setting. Variables of primary interest were the types of responses as a function of the conversational partner. The children were categorized according to language ability: normally developing, marginal (children previously diagnosed as language or speech impaired, but now functioning within the normal range), language impaired (LI), and speech impaired (SI). They were observed during free play. Differences in response types were apparent between groups with both adult and peer partners. LI and SI children were ignored by their peers and responded less often when a peer initiated to them. Hence, they participated in proportionately fewer peer interactions. These results suggest that peer interaction difficulties may be concomitant consequences of early speech and language impairments. Clinical implications for verbal interactive skill intervention, particularly with peers in classroom settings, are discussed.
本研究的目的是描述在融合课堂环境中学龄前儿童的对话反应能力。主要关注的变量是作为对话伙伴函数的反应类型。根据语言能力对儿童进行分类：发育正常、边缘型（以前被诊断为语言或言语障碍，但现在功能在正常范围内的儿童）、语言障碍（LI）和言语障碍（SI）。在自由玩耍期间对他们进行观察。在与成人和同伴伙伴的两组中，反应类型的差异很明显。LI和SI儿童被同伴忽视，当同伴主动与他们交流时，他们的回应较少。因此，他们参与的同伴互动比例相应较少。这些结果表明，同伴互动困难可能是早期言语和语言障碍的伴随后果。讨论了对言语互动技能干预的临床意义，特别是在课堂环境中与同伴的互动。
