Nelson Sarah, McDuffie Andrea, Banasik Amy, Tempero Feigles Robyn, Thurman Angela John, Abbeduto Leonard
MIND Institute and Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, Davis, 2825 50th Street, Sacramento, CA 95811, USA; Human Development Graduate Group, Department of Human Ecology, University of California, Davis, One Shields Avenue, Davis, CA 95616, USA.
MIND Institute and Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, Davis, 2825 50th Street, Sacramento, CA 95811, USA.
J Commun Disord. 2018 Mar-Apr;72:64-76. doi: 10.1016/j.jcomdis.2018.02.007. Epub 2018 Feb 15.
This study examined the impact of a distance-delivered parent-implemented narrative language intervention on the use of inferential language during shared storytelling by school-aged boys with fragile X syndrome, an inherited neurodevelopmental disorder. Nineteen school-aged boys with FXS and their biological mothers participated. Dyads were randomly assigned to an intervention or a treatment-as-usual comparison group. Transcripts from all pre- and post-intervention sessions were coded for child use of prompted and spontaneous inferential language coded into various categories. Children in the intervention group used more utterances that contained inferential language than the comparison group at post-intervention. Furthermore, children in the intervention group used more prompted inferential language than the comparison group at post-intervention, but there were no differences between the groups in their spontaneous use of inferential language. Additionally, children in the intervention group demonstrated increases from pre- to post-intervention in their use of most categories of inferential language. This study provides initial support for the utility of a parent-implemented language intervention for increasing the use of inferential language by school aged boys with FXS, but also suggests the need for additional treatment to encourage spontaneous use.
本研究考察了一种通过远程交付、由家长实施的叙事语言干预措施，对患有脆性X综合征（一种遗传性神经发育障碍）的学龄男孩在共同讲故事过程中推理语言使用情况的影响。19名患有脆性X综合征的学龄男孩及其亲生母亲参与了研究。将这些二元组随机分配到干预组或常规治疗对照组。对干预前后所有会话的记录进行编码，以统计儿童使用提示性和自发性推理语言的情况，并将其分类。干预组儿童在干预后使用包含推理语言的话语比对照组更多。此外，干预组儿童在干预后使用提示性推理语言比对照组更多，但两组在自发性推理语言的使用上没有差异。此外，干预组儿童在干预前后，其大多数类别的推理语言使用都有所增加。本研究为家长实施的语言干预措施有助于增加患有脆性X综合征的学龄男孩推理语言的使用提供了初步支持，但也表明需要额外的治疗来促进自发性推理语言的使用。
