Cole E B, St Clair Stokes J
Br J Audiol. 1984 Feb;18(1):7-16. doi: 10.3109/03005368409078923.
Much recent research emphasises the importance of pre-verbal communicative behaviour in the language development of children. A child normally becomes a competent user of spoken language through communicative interaction with caregivers in the course of everyday activities and play. When acquisition of spoken language is problematic due to hearing loss, the need to restore and/or maintain the integrity of the caregiver-child interactions is acute. However, relatively few attempts have been made to organise our knowledge of pre-verbal behaviour so that it can be used in developing spoken language in hearing-impaired children. This paper presents a clinical procedure for analysing caregiver-child interactive behaviours, which was derived from language acquisition research and literature. The procedure is intended for use by teachers/clinicians with hearing-impaired children prior to the use of conventional words in connected sentences. A videotape analysis is developed to meet two clinical aims. The first aim is to identify systematically those elements of the interaction which promote the child's communicative development, as well as those which are counterproductive to it. The second aim is to use this information to facilitate communication between caregiver and hearing-impaired child. Illustrative examples from analyses of caregiver-child dyads are provided to demonstrate the clinically useful information which results.
近期许多研究都强调了前语言交流行为在儿童语言发展中的重要性。儿童通常通过在日常活动和游戏过程中与照顾者的交流互动，成为口语的熟练使用者。当由于听力损失导致口语习得出现问题时，恢复和/或维持照顾者与儿童互动的完整性的需求就变得十分迫切。然而，为了将我们对前语言行为的认识组织起来，以便用于帮助听力受损儿童发展口语，这方面所做的尝试相对较少。本文介绍了一种分析照顾者与儿童互动行为的临床程序，该程序源自语言习得研究和文献。该程序旨在供教师/临床医生在听力受损儿童使用连贯句子中的常规词汇之前使用。开发了一种录像带分析方法以实现两个临床目标。第一个目标是系统地识别互动中那些促进儿童交流发展的元素，以及那些对其发展起反作用的元素。第二个目标是利用这些信息促进照顾者与听力受损儿童之间的交流。提供了照顾者与儿童二元组分析的示例，以展示由此得出的具有临床实用价值的信息。
