Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis.
Am J Speech Lang Pathol. 2024 Mar 7;33(2):552-563. doi: 10.1044/2023_AJSLP-23-00049. Epub 2023 Aug 4.
Because the development of grammatical forms is difficult for many children with developmental language disorder (DLD), language interventions often focus on supporting children's use of grammatical language. This article proposes five additional principles to those suggested by Fey et al. (2003) to facilitate the development of grammatical forms by children with DLD. Three of the five additional principles address the selection and presentation of linguistic contexts to be used with target grammatical forms (Principles 11-13); two principles encourage the incorporation of additional intervention components: auditory bombardment and explicit instruction (Principles 14 and 15, respectively).
We present empirical evidence and, when available, describe the theoretical motivations to support each of the five additional principles. We then describe how we have integrated the five principles into 20- to 30-min intervention sessions that target regular past tense , third-person singular , present progressive verb, or questions for 4- to 8-year-olds with DLD. Each session includes four activities: sentence imitation, story retell, structured play, and auditory bombardment. We provide details of each activity, relevant materials, and illustrative examples that highlight the incorporation of each of the principles.
When targeting the development of grammatical forms in intervention, current evidence supports the use of a high degree of linguistic variability (Principle 11), the presentation of target forms in contexts that vary in difficulty (Principle 12), the presentation of target forms in sentences that vary in syntactic structure (Principle 13), the use of auditory bombardment (Principle 14), and the incorporation of explicit instruction (Principle 15). Clinicians can use these principles when targeting a range of grammatical forms in relatively short intervention sessions comprising a variety of activities.
This article encourages the employment of five additional principles into grammatical language intervention. Descriptions, materials, and examples demonstrate how the principles can all be addressed within a single intervention session.
由于语法形式的发展对于许多患有发育性语言障碍（DLD）的儿童来说较为困难，因此语言干预通常侧重于支持儿童使用语法语言。本文在 Fey 等人（2003 年）提出的原则之外，又提出了另外五个原则，以促进 DLD 儿童语法形式的发展。这五个额外原则中的三个原则涉及到要与目标语法形式一起使用的语言语境的选择和呈现（原则 11-13）；另外两个原则鼓励纳入其他干预成分：听觉轰炸和明确指导（分别为原则 14 和 15）。
我们提出了实证证据，并在可用的情况下，描述了支持这五个额外原则中的每一个原则的理论动机。然后，我们描述了如何将这五个原则整合到针对 4 至 8 岁 DLD 儿童的 20 至 30 分钟干预课程中，以目标为常规过去式、第三人称单数、现在进行时动词或疑问句。每个课程包括四个活动：句子模仿、故事复述、结构化游戏和听觉轰炸。我们提供了每个活动的详细信息、相关材料和说明性示例，以突出每个原则的运用。
在干预中针对语法形式的发展时，目前的证据支持使用高度的语言可变性（原则 11）、在不同难度的语境中呈现目标形式（原则 12）、在句法结构不同的句子中呈现目标形式（原则 13）、使用听觉轰炸（原则 14）和纳入明确指导（原则 15）。临床医生可以在相对较短的干预课程中针对一系列语法形式使用这些原则，这些课程包括各种活动。
本文鼓励在语法语言干预中采用另外五个原则。描述、材料和示例演示了如何在单个干预课程中解决所有这些原则。
