Toe Dianne, Paatsch Louise, Szarkowski Amy
School of Education, Deakin University.
Children's Center for Communication/Beverly School for the Deaf, Department of Psychiatry, Harvard Medical School.
J Deaf Stud Deaf Educ. 2019 Jul 1;24(3):189-200. doi: 10.1093/deafed/enz004.
This paper investigates the use of checklists to assess pragmatics in children and adolescents who are deaf and hard of hearing. A systematic literature review was undertaken to identify all of the published research articles between 1979 and 2018 on the topic of the assessment of pragmatics for this population of children and adolescents. The 67 papers identified in this review were analyzed and all papers that utilized a checklist to assess pragmatic skills were identified. Across the 18 different published papers on the use of pragmatic skills among children who are deaf and hard of hearing, nine checklists were identified. These nine checklists were then compared and contrasted on six key features including identification of a theoretical framework or model; the type of pragmatic skills measured; the age range of the child assessed; the information/outputs generated; the primary informant for the assessment; and reliability, validity, and normative data. The resulting analysis provides a comprehensive guide to aid clinicians, educators, and researchers in selecting an appropriate checklist to assess pragmatic skills for children and adolescents who are deaf and hard of hearing.
本文探讨了使用检查表来评估聋哑及重听儿童和青少年的语用能力。我们进行了一项系统的文献综述，以找出1979年至2018年间所有已发表的关于评估这类儿童和青少年语用能力的研究文章。对本次综述中确定的67篇论文进行了分析，并找出了所有使用检查表来评估语用技能的论文。在18篇关于聋哑及重听儿童语用技能使用情况的不同已发表论文中，共确定了9份检查表。然后，对这9份检查表在六个关键特征上进行了比较和对比，包括理论框架或模型的确定；所测量的语用技能类型；被评估儿童的年龄范围；生成的信息/输出；评估的主要信息提供者；以及可靠性、有效性和常模数据。分析结果提供了一份全面的指南，以帮助临床医生、教育工作者和研究人员选择合适的检查表来评估聋哑及重听儿童和青少年的语用技能。
