Schuele C M, Rice M L, Wilcox K A
Department of Speech Pathology and Audiology, University of Nevada, Reno, USA.
J Speech Hear Res. 1995 Dec;38(6):1319-33. doi: 10.1044/jshr.3806.1319.
Preschoolers' verbal abilities influence their verbal interactions with play partners. Previous research has suggested that preschoolers with specific language impairment (SLI) are more likely to initiate conversations with adults than with peers, as compared to their typically developing peers. This study investigated a teacher-implemented procedure, redirects, as a means to facilitate initiations to peers. A redirect occurs when a child initiates to the teacher, and the teacher then suggests the child initiate to a peer, thereby redirecting the child from an adult to a peer. Four preschool boys with SLI participated in the study. The teacher training was successful in increasing the teacher's ability to redirect the children's initiations. The children consistently responded to redirects by initiating to peers, and most redirected initiations received conversational responses from peers. Generalization effects to spontaneous peer initiations following the intervention period were demonstrated for 2 of the boys.
学龄前儿童的语言能力会影响他们与玩伴的语言互动。先前的研究表明，与发育正常的同龄人相比，患有特定语言障碍（SLI）的学龄前儿童更有可能与成年人而非同龄人发起对话。本研究调查了一种由教师实施的程序——重定向，作为促进与同龄人发起互动的一种手段。当孩子向教师发起互动，然后教师建议孩子向同龄人发起互动时，就会发生重定向，从而将孩子从与成年人的互动转向与同龄人的互动。四名患有SLI的学龄前男孩参与了该研究。教师培训成功提高了教师重定向孩子发起互动的能力。孩子们始终通过向同龄人发起互动来回应重定向，并且大多数重定向发起都得到了同龄人的对话回应。在干预期之后，有两名男孩表现出了对自发与同龄人发起互动的泛化效应。
