Boston University, Boston, Massachusetts.
Ann Dyslexia. 1991 Jan;41(1):1-22. doi: 10.1007/BF02648075.
We are beginning a decade, during which many traditional paradigms in education, special education, and speech-language pathology will undergo change. Among paradigms considered promising for speech-language pathology in the schools are collaborative language intervention and strategy training for language and communication. This presentation introduces management models for developing a collaborative language intervention process, among them the Deming Management Method for Total Quality (TQ) (Deming 1986). Implementation models for language assessment and IEP planning and multicultural issues are also introduced (Damico and Nye 1990; Secord and Wiig in press). While attention to processes involved in developing and implementing collaborative language intervention is paramount, content should not be neglected. To this end, strategy training for language and communication is introduced as a viable paradigm. Macro- and micro-level process models for strategy training are featured and general issues are discussed (Ellis, Deshler, and Schumaker 1989; Swanson 1989; Wiig 1989).
我们正步入一个十年，在此期间，教育、特殊教育和言语病理学中的许多传统范式将发生变化。在被认为对学校言语病理学有前途的范式中，有协作语言干预和语言与交际策略训练。本演讲介绍了发展协作语言干预过程的管理模型，其中包括戴明全面质量管理（TQ）管理方法（Deming 1986）。还介绍了语言评估和 IEP 计划及多元文化问题的实施模型（Damico and Nye 1990；Secord and Wiig in press）。虽然关注发展和实施协作语言干预所涉及的过程至关重要，但也不应忽视内容。为此，引入语言和交际策略训练作为一种可行的范式。介绍了策略训练的宏观和微观过程模型，并讨论了一般问题（Ellis、Deshler 和 Schumaker 1989；Swanson 1989；Wiig 1989）。
