School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia.
Department of Linguistics, Macquarie University, North Ryde, New South Wales, Australia.
J Speech Lang Hear Res. 2021 Sep 14;64(9):3504-3519. doi: 10.1044/2021_JSLHR-20-00656. Epub 2021 Aug 31.
Purpose Language intervention for children with language disorder may be effective; however, lack of detailed and consistent terminology for describing language interventions poses barriers for advancement within the field. This study aimed to develop consensus from speech-language pathologists (SLPs) in Australia on a taxonomy with terminology for describing language interventions for school-aged children and investigate SLPs' application of taxonomy terminology when describing child language interventions. Method A taxonomy with terms for describing interventions was developed with reference to contemporary literature and presented to clinicians and researchers with expertise in child language disorders in a three-round Delphi study. We asked Delphi participants to indicate agreement with the taxonomy or propose changes. Application of the taxonomy was investigated by asking participants to use taxonomy terminology to describe interventions presented in two case studies. Results The taxonomy consists of five aspects across which interventions may be described: modality/domain, purpose, delivery, form, and teaching techniques. Consensus on the taxonomy was established in both Round 1 (55 participants) and Round 2 (43 participants), with 100% of SLPs strongly agreeing or agreeing with the overall structure of the taxonomy and at least 87.3% of SLPs strongly agreeing or agreeing with each aspect. In Round 3 (32 participants), consensus was reached on 45/54 taxonomy categories (4/12 of the components) for Case Study 1 and 45/54 taxonomy categories (7/12 of the components) for Case Study 2. Conclusions Consensus on a taxonomy with terminology for describing language interventions represents a significant advancement in the field of child language intervention. Future actions may be needed to facilitate consistent application of taxonomy terms. Supplemental Material https://doi.org/10.23641/asha.16435290.
目的 语言障碍儿童的语言干预可能是有效的；然而，缺乏用于描述语言干预的详细且一致的术语，这为该领域的发展设置了障碍。本研究旨在就用于描述学龄儿童语言干预的分类法和术语达成澳大利亚言语语言病理学家（SLP）的共识，并调查 SLP 在描述儿童语言干预时对分类法术语的应用。 方法 参考当代文献制定了一个包含术语的干预措施分类法，并在三轮德尔菲研究中向具有儿童语言障碍专业知识的临床医生和研究人员展示。我们要求德尔菲参与者表明他们对分类法的同意或提出修改意见。通过要求参与者使用分类法术语来描述两个案例研究中呈现的干预措施，来研究分类法的应用。 结果 该分类法由五个方面组成，干预措施可以从这些方面进行描述：方式/领域、目的、传递、形式和教学技术。在第一轮（55 名参与者）和第二轮（43 名参与者）中均达成了对分类法的共识，100%的 SLP 强烈同意或同意分类法的总体结构，至少 87.3%的 SLP 强烈同意或同意每个方面。在第三轮（32 名参与者）中，对案例研究 1 的 45/54 个分类法类别（12 个组成部分中的 4 个）和案例研究 2 的 45/54 个分类法类别（12 个组成部分中的 7 个）达成了共识。 结论 就描述语言干预的分类法和术语达成共识，是儿童语言干预领域的重大进展。未来可能需要采取行动，以促进分类法术语的一致应用。 补充材料 https://doi.org/10.23641/asha.16435290.
