Moeller M P, Luetke-Stahlman B
Boys Town National Research Hospital, Omaha, NE.
J Speech Hear Disord. 1990 May;55(2):327-37. doi: 10.1044/jshd.5502.327.
Parental use of simultaneous communication is advocated by many programs serving hearing-impaired students. The purpose of the present study was to describe in detail the input characteristics of five hearing parents, who were attempting to use one such system, Signing Exact English or SEE 2 (Gustason, Pfetzing, & Zawolkow, 1980). The parents were intermediate-level signers, motivated to use SEE 2. Voiced and signed segments from videotaped language samples were transcribed and coded for equivalence and other features of interest. Results were that parents' signed mean lengths of utterance (MLUs) were lower than those of their children although the majority of their sign utterances were syntactically intact. Structures categorized as complex in the Developmental Sentence Scoring procedure (Lee, 1974) and considered abstract in a semantic coding scheme (Lahey, 1988) were seldom used by the parents. Parents provided a narrow range of lexical items in their sign code. Results are discussed in terms of the type of input the parents are providing and the procedures used to identify priorties for parent education.
许多为听障学生服务的项目都提倡家长使用同步交流法。本研究的目的是详细描述五位听力正常的家长在尝试使用一种这样的系统——精确手语英语（SEE 2，古斯塔森、费茨英和扎沃尔科夫，1980）时的输入特征。这些家长是中级手语使用者，有动力使用SEE 2。对录像语言样本中的有声和手语片段进行转录，并针对等效性和其他感兴趣的特征进行编码。结果表明，家长的手语话语平均长度（MLU）低于他们孩子的，尽管他们的大多数手语话语在句法上是完整的。在发展性句子评分程序（李，1974）中被归类为复杂且在语义编码方案（拉希，1988）中被认为抽象的结构，家长很少使用。家长在他们的手语编码中提供的词汇项目范围狭窄。根据家长提供的输入类型以及用于确定家长教育重点的程序对结果进行了讨论。
