Behavioural Science Institute, Radboud University Nijmegen, The Netherlands.
Augment Altern Commun. 2010 Sep;26(3):203-18. doi: 10.3109/07434618.2010.505609.
The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individual differences between the children into account. The KLINc Studio intervention was designed to improve the language development, communication skills, and emergent literacy of 10 children with complex communication needs. The focus of the anchor-based intervention program was on the stimulation of vocabulary learning via the incorporation of AAC into the learning environment in the most natural manner possible. While all of the children showed significant progress across the intervention period of 2 years, the group of speaking children showed greater development in the domains of receptive language and productive syntax than the group of non-speaking children. For heterogeneous groups of children with disabilities, the use of a combined intervention such as that described here appears to be promising.
本研究证明了一种干预措施的有效性，该措施既关注智障儿童的家庭护理和日托，又考虑到儿童之间的个体差异。KLINC 工作室干预旨在通过以最自然的方式将 AAC 融入学习环境来提高 10 名具有复杂沟通需求的儿童的语言发展、沟通技巧和早期读写能力。基于锚定的干预计划的重点是通过将 AAC 融入学习环境来刺激词汇学习。虽然所有儿童在 2 年的干预期间都取得了显著进步，但口语儿童组在接受性语言和生产性句法方面的发展优于非口语儿童组。对于具有不同残疾类型的异质儿童群体，使用这种联合干预措施似乎很有前途。
