Stark R E
Department of Audiology and Speech Sciences, Purdue University, West Lafayette, Indiana 47907.
Am J Otol. 1991;12 Suppl:62-6.
Spoken language assessment and training for profoundly deaf children should be based on normal developmental sequences. However, existing models of normal speech/language development have not been able to account for shifts from one developmental level to another. The implications of more recent theories of the development of expressive communication are reviewed. The concept of levels of spoken language development is reevaluated in terms of these theories. It is proposed that the developmental landmarks that initiate each level are a product of changes with growth in underlying subsystems. Some of these changes are specific to motor subsystems, but in addition, the interaction of motor, cognitive, linguistic, and social domains is stressed. The implications of these findings for development of assessment procedures and speech/language training programs is summarized.
对深度失聪儿童的口语评估和训练应基于正常的发育序列。然而，现有的正常言语/语言发展模型未能解释从一个发育水平到另一个发育水平的转变。本文回顾了关于表达性交流发展的最新理论的影响。根据这些理论对口语发展水平的概念进行了重新评估。提出启动每个水平的发育标志是基础子系统随生长而发生变化的产物。其中一些变化特定于运动子系统，但此外，还强调了运动、认知、语言和社会领域的相互作用。总结了这些发现对评估程序和言语/语言训练计划发展的影响。
