Anderson D E, Coleman R O
Child Care Health Dev. 1980 Jan-Feb;6(1):35-46. doi: 10.1111/j.1365-2214.1980.tb00795.x.
An approach to enhancing the language comprehension of young developmentally delayed children utilizing receptive language tasks presented in a cognitive, 'problem-solving' context is described. Over a 2 year period 16 language impaired and developmentally delayed children were provided with 8 weeks of concentrated instruction in five language areas: nouns, verbs, adjectives, prepositions and syntax. Instruction consisted of systematic verbal stimulation without overt attempts to elicit expressive language. Responses by the subjects were in the form of motor behaviours of picture/object identifications. Results indicated a marked increase in the number of stimuli to which these children could provide appropriate responses at the end of the 8 week instructional period. The gains were also maintained 3 months after termination of instruction and the learned material was considered to have become part of these children's verbal repertoire.
本文描述了一种通过在认知的“解决问题”情境中呈现接受性语言任务来提高发育迟缓幼儿语言理解能力的方法。在两年时间里，对16名语言障碍和发育迟缓儿童在五个语言领域进行了为期8周的集中教学：名词、动词、形容词、介词和句法。教学包括系统的言语刺激，没有明显试图引出表达性语言。受试者的反应以图片/物体识别的运动行为形式呈现。结果表明，在8周的教学期结束时，这些儿童能够对其做出适当反应的刺激数量显著增加。在教学结束3个月后，这些进步也得以保持，所学内容被认为已成为这些儿童言语储备的一部分。
