Dodd B, McCormack P, Woodyatt G
Department of Speech and Hearing, University of Queensland, St. Lucia, Australia.
Am J Ment Retard. 1994 Mar;98(5):632-45.
Parents of 9 preschoolers with Down syndrome participated in a training program focusing on phonological skills. Three of the children were producing multiword utterances, but their speech was characterized by jargon and/or inconsistent errors. The remaining 6 children had very few spoken words or were mute; some relied on a Makaton sign vocabulary. Parents attended twelve 3-hour training sessions. Videotapes of parent-child interactions (made before, during, and after the program) were analyzed for number and type of children's phonological errors and rating of parents' therapeutic skills. Results showed that measures of the children's phonological abilities were correlated with their parents' interactional communication skills.
9名患有唐氏综合征的学龄前儿童的家长参加了一个侧重于语音技能的培训项目。其中3名儿童能够说出多词句，但他们的言语以行话和/或不一致的错误为特征。其余6名儿童很少说话或完全不说话；有些儿童依赖于麦卡顿手语词汇。家长们参加了12次为时3小时的培训课程。对亲子互动的录像带（在项目开始前、进行期间和结束后录制）进行分析，以统计儿童语音错误的数量和类型，并对家长的治疗技能进行评级。结果表明，儿童的语音能力指标与家长的互动沟通技能相关。
