Chapman K L, Graham K T, Gooch J, Visconti C
Department of Communication Sciences, Case Western Reserve University, Cleveland, Ohio 44106, USA.
Cleft Palate Craniofac J. 1998 Nov;35(6):503-16. doi: 10.1597/1545-1569_1998_035_0503_csopas_2.3.co_2.
The purpose of this study was to examine the conversational skills of preschool and school-age children with cleft lip and palate.
The children were audio- and videotaped during interactions with an unfamiliar adult. In addition, standardized measures of speech and language were administered, and ratings of resonance were obtained. Comparisons were made between the children with cleft lip and palate and their same-age peers on measures of conversational participation and a standardized test of pragmatic skills.
Participants were 20 children with unilateral cleft lip and palate (10 preschoolers and 10 school-age children) recruited from the Craniofacial Team at Rainbow Babies and Children's Hospital, Cleveland (OH) and 20 noncleft peers matched for gender, age, and socioeconomic status.
Separate comparisons were made for the preschool children with cleft lip and palate and their noncleft peers, and the school-age children with cleft lip and palate and their noncleft peers on eight measures of conversational assertiveness/responsiveness and the standardized tests of pragmatics. Next, each child with cleft lip and palate was classified for level of conversational participation.
Paired t tests revealed no significant differences between the preschool and school-age children with cleft lip and palate and their noncleft peers in level of conversational participation. However, individual child comparisons revealed less assertive profiles of conversational participation for 50% of the preschool and 20% of the school-age children with cleft lip and palate.
Children with cleft lip and palate may show a less assertive style of conversational participation, at least during the preschool years. Therefore, craniofacial team evaluations should include examination of conversational competency, particularly for children who are demonstrating difficulty with other aspects of speech, language, or social development.
本研究旨在考察唇腭裂学龄前儿童和学龄儿童的对话技巧。
在儿童与一位陌生成年人互动期间对其进行音频和视频录制。此外，还实施了言语和语言的标准化测量，并获得了共鸣评级。对唇腭裂儿童及其同龄对照者在对话参与度测量和实用技能标准化测试方面进行了比较。
参与者为20名单侧唇腭裂儿童（10名学龄前儿童和10名学龄儿童），他们来自俄亥俄州克利夫兰市彩虹婴儿与儿童医院的颅面治疗团队，以及20名在性别、年龄和社会经济地位方面相匹配的非唇腭裂对照儿童。
分别对唇腭裂学龄前儿童及其非唇腭裂对照者，以及唇腭裂学龄儿童及其非唇腭裂对照者在八项对话主动性/反应性测量指标和实用技能标准化测试方面进行了比较。接下来，对每名唇腭裂儿童的对话参与水平进行分类。
配对t检验显示，唇腭裂学龄前儿童和学龄儿童与其非唇腭裂对照者在对话参与水平上无显著差异。然而，个体儿童比较显示，50%的唇腭裂学龄前儿童和20%的唇腭裂学龄儿童在对话参与方面表现出较低的主动性。
唇腭裂儿童可能表现出对话参与主动性较低的风格，至少在学龄前阶段如此。因此，颅面治疗团队的评估应包括对话能力检查，尤其是对于在言语、语言或社会发展其他方面存在困难的儿童。
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