Shriberg L D, Kwiatkowski J
University of Wisconsin-Madison.
J Speech Hear Disord. 1988 May;53(2):144-55. doi: 10.1044/jshd.5302.144.
Recent emphasis on early intervention programming for children with speech delays of unknown origin has yielded considerable literature on alternative forms of assessment and management. Less is known about the long-term special educational needs of such children. This study reviews the exceptional educational needs histories of 36 children who had received preschool speech services at a phonology clinic. Findings indicate that a high percentage of children continued to have speech and language and other special educational needs as they neared middle school and beyond. Many children eventually required special class placements. Discussion focuses on issues in classification, prediction, and management. On the bases of both original and follow-up data in this and other studies, the term phonological disorder appears to be appropriate for approximately 75%-80% of children referred early for speech disorders of unknown origin.
最近，针对不明原因言语发育迟缓儿童的早期干预项目受到重视，产生了大量关于评估和管理替代形式的文献。对于这类儿童的长期特殊教育需求，我们了解得较少。本研究回顾了36名在语音诊所接受过学前言语治疗服务的儿童的特殊教育需求史。研究结果表明，很大一部分儿童在临近中学及以后阶段仍存在言语和语言以及其他特殊教育需求。许多儿童最终需要进入特殊班级就读。讨论集中在分类、预测和管理等问题上。根据本研究及其他研究的原始数据和随访数据，“语音障碍”这一术语似乎适用于约75%-80%早期因不明原因言语障碍前来就诊的儿童。
