Brady Nancy C, Herynk James W, Fleming Kandace
University of Kansas, Lawrence, Kansas.
Early Child Serv (San Diego). 2010 Sep;4(3):141-154.
This study reports on the communication produced by 30 children learning to communicate with AAC in their preschool classrooms, as well as the communication input provided by educators. All of the children were communicating with less than 20 different words, symbols, or signs at the time of observation. Characteristics of participants' preschool classrooms were also measured with the ECERS-R. Relationships between ECERS-R scores, communication input to children, and child communication rate were explored through correlation analyses. Results indicated that child communication rates in their classrooms were low and that the majority of child communication was in response to educators' initiations. Only the amount of adult input to children was significantly related to child communication rates. ECERS-R scores were not related to any observed communication variables. Results provide a base of comparison for future studies as well as demonstrating need to provide more communication input within preschool classrooms.
本研究报告了30名在幼儿园教室中学习使用辅助沟通系统（AAC）进行沟通的儿童所产生的沟通情况，以及教育工作者提供的沟通输入。在观察时，所有儿童使用的不同单词、符号或手势少于20个。还使用《早期儿童环境评价量表修订版》（ECERS-R）对参与者的幼儿园教室特征进行了测量。通过相关分析探讨了ECERS-R分数、对儿童的沟通输入与儿童沟通频率之间的关系。结果表明，他们在教室中的儿童沟通频率较低，并且大多数儿童沟通是对教育工作者发起的回应。只有成人对儿童的输入量与儿童沟通频率显著相关。ECERS-R分数与任何观察到的沟通变量均无关联。研究结果为未来的研究提供了比较基础，同时也表明需要在幼儿园教室内提供更多的沟通输入。
