a Center for Literacy & Disability Studies, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill , NC , USA.
Augment Altern Commun. 2016 Sep;32(3):187-97. doi: 10.1080/07434618.2016.1213312. Epub 2016 Aug 3.
Understanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general education curriculum, achieve grade-level standards, and improve overall communication competence. The First Contact Survey was designed to collect important information about students with significant cognitive disabilities who were eligible to take the Dynamic Learning Maps™ (DLM(®)) alternate assessment based on alternate achievement standards. From November 2012-May 2013, the survey was used to gather information regarding more than 44,787 students. At that time, the goal was to use the data to inform the development of the DLM assessment. Although the survey includes a wealth of information regarding this large sample of students, the reanalysis of the data reported in the current study focused on the motor, sensory, language, reading, and writing skills of students with significant cognitive disabilities, based on their speech production abilities. Significant differences were identified across each of the domains between students who do and do not use speech with or without aided augmentative and alternative communication.
了解具有复杂沟通需求和显著认知障碍的学生的特点，是为他们提供支持和服务以帮助他们成功地进入普通教育课程、达到年级水平标准并提高整体沟通能力所必需的重要的第一步。首次联系调查旨在收集有关符合基于替代成就标准的动态学习图™（DLM（®））替代评估资格的具有显著认知障碍的学生的重要信息。从 2012 年 11 月至 2013 年 5 月，该调查用于收集有关 44787 多名学生的信息。当时，目标是使用这些数据为 DLM 评估的制定提供信息。尽管该调查包含了大量有关该大样本学生的信息，但本研究的数据分析重点是根据学生的言语产生能力，研究具有显著认知障碍的学生的运动、感觉、语言、阅读和写作技能。在每个领域，都会发现使用或不使用言语的学生之间存在显著差异，包括有或没有辅助性增强和替代性沟通的学生。
