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语音障碍儿童语音干预要素:分类法的发展。

Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy.

机构信息

Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia.

East Tennessee State University, Johnson City.

出版信息

Am J Speech Lang Pathol. 2018 Aug 6;27(3):906-935. doi: 10.1044/2018_AJSLP-17-0127.

DOI:10.1044/2018_AJSLP-17-0127
PMID:29801043
Abstract

PURPOSE

Our aim was to develop a taxonomy of elements comprising phonological interventions for children with speech sound disorders.

METHOD

We conducted a content analysis of 15 empirically supported phonological interventions to identify and describe intervention elements. Measures of element concentration, flexibility, and distinctiveness were used to compare and contrast interventions.

RESULTS

Seventy-two intervention elements were identified using a content analysis of intervention descriptions then arranged to form the Phonological Intervention Taxonomy: a hierarchical framework comprising 4 domains, 15 categories, and 9 subcategories. Across interventions, mean element concentration (number of required or optional elements) was 45, with a range of 27 to 59 elements. Mean flexibility of interventions (percentage of elements considered optional out of all elements included in the intervention) was 44%, with a range of 29% to 62%. Distinctiveness of interventions (percentage of an intervention's rare elements and omitted common elements out of all elements included in the intervention [both optional and required]) ranged from 0% to 30%.

CONCLUSIONS

An understanding of the elements that comprise interventions and a taxonomy that describes their structural relationships can provide insight into similarities and differences between interventions, help in the identification of elements that drive treatment effects, and facilitate faithful implementation or intervention modification. Research is needed to distil active elements and identify strategies that best facilitate replication and implementation.

摘要

目的

我们旨在为儿童言语语音障碍的语音干预制定一个元素分类法。

方法

我们对 15 项经过实证支持的语音干预进行了内容分析,以确定和描述干预元素。采用元素集中程度、灵活性和独特性的衡量标准对干预措施进行比较和对比。

结果

通过对干预描述进行内容分析,确定了 72 个干预元素,然后将其排列形成语音干预分类法:一个包含 4 个领域、15 个类别和 9 个子类别的层级框架。在各项干预措施中,平均元素集中程度(所需或可选元素的数量)为 45,范围为 27 至 59 个元素。干预措施的平均灵活性(考虑所有纳入干预措施的可选元素的百分比)为 44%,范围为 29%至 62%。干预措施的独特性(干预措施中罕见元素和排除的常见元素的百分比,占纳入干预措施的所有元素[包括可选和必需元素])范围从 0%到 30%。

结论

了解干预措施所包含的元素以及描述其结构关系的分类法可以深入了解干预措施之间的相似点和差异,有助于确定驱动治疗效果的元素,并促进忠实的实施或干预修改。需要研究来提炼有效的元素,并确定最能促进复制和实施的策略。

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