Koegel R L, Camarata S, Koegel L K, Ben-Tall A, Smith A E
University of California, Santa Barbara, USA.
J Autism Dev Disord. 1998 Jun;28(3):241-51. doi: 10.1023/a:1026073522897.
Accumulating studies are documenting specific motivational variables that, when combined into a naturalistic teaching paradigm, reliably influence the effectiveness of language teaching interactions for children with autism. However, the effectiveness of this approach has not yet been assessed with respect to improving speech intelligibility. The purpose of this study was to systematically compare two intervention conditions, a Naturalistic approach (which incorporated motivational variables) vs. an Analog (more traditional, structured) approach, with developmentally similar speech sounds equated within and across conditions for each child. Data indicate that although both methods effectively increased correct production of the target sounds under some conditions, functional use of the target sounds in conversation occurred only when the naturalistic procedures were used during intervention. Results are discussed in terms of pivotal variables that may produce improvements in speech sounds during conversational speech.
越来越多的研究记录了特定的动机变量，当这些变量被整合到自然主义教学范式中时，能可靠地影响自闭症儿童语言教学互动的效果。然而，这种方法在提高言语清晰度方面的效果尚未得到评估。本研究的目的是系统比较两种干预条件，即自然主义方法（纳入了动机变量）与模拟（更传统、结构化）方法，在每个孩子的不同条件下以及不同条件之间，将发育相似的语音进行等同处理。数据表明，虽然两种方法在某些条件下都有效地提高了目标语音的正确发音，但只有在干预过程中使用自然主义程序时，目标语音才会在对话中得到功能性使用。本文将根据可能在对话言语中改善语音的关键变量来讨论研究结果。
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