Faculty of Health Sciences, Australian Catholic University, Sydney, New South Wales, Australia.
Faculty of Education, Charles Sturt University, Bathurst, New South Wales, Australia.
Lang Speech Hear Serv Sch. 2022 Jul 6;53(3):713-731. doi: 10.1044/2021_LSHSS-21-00140. Epub 2022 Mar 18.
Listening to children using age-appropriate techniques supports evidence-based clinical decision-making. In this article, we test the Sound Effects Study Drawing Protocol, an arts-based technique, to support children with speech sound disorder (SSD) to express their views about talking.
Participants were 124 Australian children aged 4-5 years in the Sound Effects Study. Their parents and teachers were concerned about their talking, and they were assessed as having SSD on the Diagnostic Evaluation of Articulation and Phonology. Drawings and children's interpretations were elicited then analyzed using the (a) Who Am I? Draw-a-Person Scale and (b) Sound Effects Study Focal Points.
Drawings were developmentally typical for 4- to 5-year-olds. The six Sound Effects Study Focal Points were identified across the 124 drawings: body parts and facial expressions, talking and listening, relationships and connection, positivity, negativity, and no talking. Participants portrayed talking and listening as an action requiring mouths and ears represented by symbols (letters, speech bubbles) or as an activity with a variety of people. Children typically portrayed themselves as happy when talking; however, some portrayed negativity and some chose not to draw talking.
In keeping with Articles 12 and 13 of the Convention on the Rights of the Child, this research demonstrated that 4- to 5-year-old children with SSD can express their views about talking via drawing. Professionals may use the Sound Effects Study Drawing Protocol as a child-friendly technique to support children to express views to guide holistic, evidence-based, child-centered speech-language pathology practice.
使用适合儿童年龄的技巧倾听儿童的意见，有助于基于证据的临床决策。本文旨在检验声音效果研究绘图法，这是一种艺术导向技术，用于支持言语障碍儿童表达他们对说话的看法。
本研究参与者为 124 名来自澳大利亚的 4-5 岁儿童，他们的父母和老师都对其说话情况表示担忧，并且经诊断性评估言语构音障碍（Diagnostic Evaluation of Articulation and Phonology，DEAP）后被确诊为言语障碍。研究通过（a）“我是谁？”人物绘画量表和（b）声音效果研究重点，来引出儿童的绘画和解释并进行分析。
这些绘画符合 4-5 岁儿童的发展特点。124 幅画中确定了六个声音效果研究重点：身体部位和面部表情、说话和倾听、关系和连接、积极性、消极性和不说话。参与者通过符号（字母、说话框）或各种人物将说话和倾听描绘为需要嘴巴和耳朵的动作，或者将其描绘为一种涉及多种人的活动。孩子们在说话时通常会表现得很开心，但也有一些孩子表现出消极情绪，还有一些孩子选择不画说话。
本研究符合《儿童权利公约》第 12 条和第 13 条，证明了 4-5 岁的言语障碍儿童可以通过绘画来表达他们对说话的看法。专业人员可以使用声音效果研究绘图法作为一种儿童友好的技术，支持儿童表达意见，从而指导全面、基于证据、以儿童为中心的言语语言病理学实践。
