Vandereet Joke, Maes Bea, Lembrechts Dirk, Zink Inge
Experimental Otorhinolaryngology, Katholieke Universiteit Leuven, Leuven, Belgium.
J Intellect Dev Disabil. 2011 Jun;36(2):91-104. doi: 10.1080/13668250.2011.572547.
The aim of this study was to examine the degree to which children with intellectual disability (ID) depend on manual signs during their expressive vocabulary acquisition, in relation to child and social-environmental characteristics.
Expressive vocabulary acquisition in speech and manual signs was monitored over a 2-year period in 23 children with ID using parent report. The children's cognitive, communicative, and vocabulary comprehension skills were measured at baseline. Speech-language pathologists' and parents' use of and attitudes towards manual signs were measured using self-report.
Four distinct profiles of vocabulary acquisition were evident. Those children who initially demonstrated the most significant cognitive, communicative, and comprehension delays acquired the smallest expressive vocabularies during follow-up, yet these variables were not related to the children's degree of dependence on manual signs.
Specific cognitive, communicative, and comprehension skills relate to vocabulary acquisition. The same skills that allow for speech development seem to be fundamental to the acquisition of manual signs.
本研究的目的是探讨智力残疾（ID）儿童在表达性词汇习得过程中对手势语的依赖程度，以及儿童和社会环境特征之间的关系。
通过家长报告，对23名智力残疾儿童在两年时间内的言语和手势语表达性词汇习得情况进行监测。在基线时测量儿童的认知、沟通和词汇理解能力。通过自我报告测量言语语言病理学家和家长对手势语的使用情况及态度。
明显出现了四种不同的词汇习得模式。那些最初在认知、沟通和理解方面表现出最显著延迟的儿童，在随访期间习得的表达性词汇量最小，但这些变量与儿童对手势语的依赖程度无关。
特定的认知、沟通和理解能力与词汇习得有关。促进言语发展的相同能力似乎也是习得手势语的基础。
