Dyer K, Santarcangelo S, Luce S C
May Institute, Chatham, MA.
J Speech Hear Disord. 1987 Nov;52(4):335-47. doi: 10.1044/jshd.5204.335.
The purpose of this experiment was to test the assumption that the sequencing of language goals for individuals with developmental disabilities should be based on the normal developmental sequence. In a series of two studies, phonetic sounds and syntactic structures representing different levels of normal development were taught to individuals with developmental disabilities. The results showed that (a) the majority of earlier emerging forms were acquired in fewer trials, (b) there was never an instance when the later emerging form was acquired and the earlier emerging form was not, and (c) the majority of earlier emerging forms were correctly produced at higher levels than the later emerging forms during probe sessions conducted 6 months after training. The results are discussed in terms of their implications for the development of language curricula for individuals with developmental disabilities.
为发育障碍个体制定语言目标的顺序应基于正常发育顺序。在一系列两项研究中，向发育障碍个体教授了代表不同正常发育水平的语音和句法结构。结果表明：（a）大多数较早出现的形式在较少的试验中就被习得；（b）从未出现过较晚出现的形式被习得而较早出现的形式未被习得的情况；（c）在训练6个月后进行的探测环节中，大多数较早出现的形式比晚出现的形式在更高水平上被正确产出。将根据这些结果对发育障碍个体语言课程发展的影响进行讨论。
