Department of Communication Sciences and Disorders, Grand Valley State University - GVSU - Grand Rapids (MI), United States of America.
Codas. 2022 May 9;34(6):e20210176. doi: 10.1590/2317-1782/20212021176. eCollection 2022.
Relational ability is a key attribute of language. Knowledge of relational terms, including spatial terms, can facilitate development of relational ability. Acquisition of spatial terms can be challenging and necessitates experience and input due to the abstractness of the concepts. Service delivery models for school-based speech-language pathologists (SLPs) are changing from traditional "pull-out" therapy to intervention in the classroom. Response to Intervention (RtI) and multi-tiered system of support (MTSS) frameworks have expanded SLPs' roles to working with all children at-risk for academic difficulties.
Given the importance of spatial terms, and the changing roles and service delivery models for school-based SLPs, this investigation evaluated a six-week classroom-based intervention targeting spatial terms in a developmental kindergarten classroom of five-year-old children.
At post-test, more than half of the children who did not understand the targeted spatial terms at pre-test demonstrated understanding of the words first, front, last, behind, center, below, under, and right by correctly identifying pictures representing these words. Around and left were the only two words learned by fewer than half of the children.
These findings augment research used by SLPs providing language support to children within the first tier of Response to Intervention or multi-tiered system of support.
关系能力是语言的关键属性。对关系术语（包括空间术语）的了解可以促进关系能力的发展。由于概念的抽象性，空间术语的习得具有挑战性，需要经验和输入。面向学校的言语语言病理学家（SLP）的服务交付模式正在从传统的“拉出”治疗转变为课堂干预。反应干预（RtI）和多层次支持系统（MTSS）框架扩大了 SLP 的角色，使其能够与所有有学术困难风险的儿童一起工作。
鉴于空间术语的重要性，以及学校为基础的 SLP 的角色和服务交付模式的变化，本研究评估了一项为期六周的课堂干预措施，针对发展性幼儿园五岁儿童教室中的空间术语。
在测试后，在预测试中不理解目标空间术语的一半以上的儿童首先正确地识别了代表这些术语的图片，从而理解了这些术语：第一、前、最后、后面、中心、下面、下面和右。只有大约和左这两个词不到一半的儿童理解。
这些发现增加了为反应干预或多层次支持系统的第一层提供语言支持的言语语言病理学家使用的研究。
