Bain B A
Department of Speech Pathology and Audiology, Idaho State University, Pocatello.
Clin Commun Disord. 1994 Mar;4(1):12-22.
Research on stimulability is explored and evaluated. Application of the concept of stimulability as a prognostic indicator is suggested for use in the evaluation of children who have phonological disorders. A framework for dynamic assessment, based on Vygotsky's principles and theory, is proposed as having clinical utility for determining a child's potential for learning, identifying factors that may influence the child's learning, and identifying factors that may facilitate the child's development or functioning. Eight factors are identified that may serve as antecedent cues to facilitate a child's learning of a target sound and are presented in an hierarchical order. Systematic manipulation of response complexity, in terms of linguistic complexity and interaction with language components followed by clinician manipulation of consequent events are also suggested. The approach is designed to address clinical questions such as "Who to treat?," "When to treat?," "What to treat?," "How to treat?," and "What prognosis is expected from treatment?"
对可激发性的研究进行了探索和评估。建议将可激发性概念作为一种预后指标应用于语音障碍儿童的评估。提出了一个基于维果茨基原理和理论的动态评估框架，该框架在确定儿童学习潜力、识别可能影响儿童学习的因素以及识别可能促进儿童发展或功能的因素方面具有临床实用性。确定了八个可能作为促进儿童学习目标音的先行线索的因素，并按层次顺序呈现。还建议根据语言复杂性和与语言成分的相互作用系统地操纵反应复杂性，随后由临床医生操纵后续事件。该方法旨在解决诸如“治疗谁？”“何时治疗？”“治疗什么？”“如何治疗？”以及“治疗预期的预后如何？”等临床问题。
