McLeod Sharynne, Baker Elise, McCormack Jane, Wren Yvonne, Roulstone Sue, Crowe Kathryn, Masso Sarah, White Paul, Howland Charlotte
Charles Sturt University, Bathurst, Australia.
The University of Sydney, Australia.
J Speech Lang Hear Res. 2017 Jul 12;60(7):1891-1910. doi: 10.1044/2017_JSLHR-S-16-0385.
The aim was to evaluate the effectiveness of computer-assisted input-based intervention for children with speech sound disorders (SSD).
The Sound Start Study was a cluster-randomized controlled trial. Seventy-nine early childhood centers were invited to participate, 45 were recruited, and 1,205 parents and educators of 4- and 5-year-old children returned questionnaires. Children whose parents and educators had concerns about speech were assessed (n = 275); 132 children who were identified with phonological pattern-based errors underwent additional assessment. Children with SSD and no difficulties with receptive language or hearing, typical nonverbal intelligence, and English as their primary language were eligible; 123 were randomized into two groups (intervention n = 65; control n = 58), and 3 withdrew. The intervention group involved Phoneme Factory Sound Sorter software (Wren & Roulstone, 2013) administered by educators over 9 weeks; the control group involved typical classroom practices. Participants were reassessed twice by a speech-language pathologist who was unaware of the initial assessment and intervention conditions.
For the primary outcome variable (percentage of consonants correct), the significant mean change from pre- to postintervention for the intervention group (mean change = +6.15, p < .001) was comparable in magnitude to the significant change for the control group (mean change = +5.43, p < .001) with a small between-groups effect size for change (Cohen's d = 0.08). Similar results occurred for measures of emergent literacy, phonological processing, participation, and well-being.
Computer-assisted input-based intervention administered by educators did not result in greater improvement than typical classroom practices.
本研究旨在评估基于计算机辅助输入的干预措施对语音障碍（SSD）儿童的有效性。
“声音启动研究”是一项整群随机对照试验。邀请了79个幼儿中心参与，招募了45个，1205名4至5岁儿童的家长和教育工作者返回了问卷。对那些家长和教育工作者担心其言语能力的儿童进行了评估（n = 275）；132名被确定存在基于音位模式错误的儿童接受了进一步评估。符合条件的SSD儿童需满足接受性语言或听力无困难、非语言智力正常且以英语作为主要语言；123名儿童被随机分为两组（干预组n = 65；对照组n = 58），3名退出。干预组由教育工作者在9周内使用音素工厂声音分类软件（Wren & Roulstone，2013）；对照组采用典型的课堂教学方法。参与者由一名不了解初始评估和干预情况的言语病理学家重新评估了两次。
对于主要结局变量（辅音正确百分比），干预组干预前后的显著平均变化（平均变化 = +6.15，p <.001）在幅度上与对照组的显著变化（平均变化 = +5.43，p <.001）相当，组间变化的效应量较小（科恩d = 0.08）。在新兴读写能力、语音处理、参与度和幸福感的测量方面也出现了类似结果。
教育工作者实施的基于计算机辅助输入的干预措施并未比典型的课堂教学方法带来更大的改善。
