Berry P, Marshall B
Am J Ment Defic. 1978 Jul;83(1):44-51.
An observational approach and videorecordings were used to investigate a group of four mentally retarded kindergarten children with minimal language development. Results showed that when a facilitator (teacher) was present, there were more social interactions and vocalizations, but there was no significant increase in meaningful verbal content. Nonverbal communication rose sharply in the presence of the facilitator. The findings indicate that an observational analysis of patterns of interaction is useful in planning intervention programs in the area of social and communication development.
采用观察法和视频记录的方式，对一组四名语言发展极为有限的智障幼儿园儿童进行了调查。结果显示，当有协助者（教师）在场时，社交互动和发声更多，但有意义的言语内容并未显著增加。在协助者在场的情况下，非言语交流急剧增加。研究结果表明，对互动模式进行观察分析，有助于规划社会和交流发展领域的干预项目。
