University of Wisconsin-Madison, Department of Communicative Disorders, Madison, WI 53705, USA.
Autism. 2012 Nov;16(6):568-85. doi: 10.1177/1362361311413396. Epub 2011 Aug 16.
Correlational studies have revealed a positive relationship between parent verbal responsiveness and language outcomes in children with autism. We investigated whether parents of young children on the autism spectrum could learn and implement the specific categories of verbal responsiveness that have been suggested to facilitate language development. Parents were taught to increase their verbal responsiveness in the context of a short-term language intervention that included group parent education sessions, as well as individual and small-group coaching sessions of parent-child play interactions. Parents in the treatment group increased their use of comments that: described their child's focus of attention; interpreted or expanded child communication acts; and prompted child communication. Preliminary treatment effects were also noted in children's prompted and spontaneous communication. These results support the use of parent-mediated interventions targeting verbal responsiveness to facilitate language development and communication in young children with autism.
相关性研究表明，父母的言语反应能力与自闭症儿童的语言发展结果呈正相关。我们研究了自闭症谱系儿童的家长是否可以学习和实施已被证明有助于语言发展的具体言语反应类别。在包括小组家长教育课程以及个别和小组亲子游戏互动辅导课程在内的短期语言干预中，家长们被教导要增加他们的言语反应能力。治疗组的父母增加了使用以下类别的评论：描述孩子的注意力焦点；解释或扩展孩子的交流行为；以及提示孩子交流。还观察到儿童提示和自发交流的初步治疗效果。这些结果支持使用针对言语反应的家长介导干预措施来促进自闭症幼儿的语言发展和交流。
