摘要
目的探讨视频反馈法对提升听障儿童家长在亲子互动中语言输入数量及质量的效果。方法以15组3岁以下双侧中度到极重度感音神经性听力损失儿童及其家长为干预对象,每组受试者为1例听障儿童和1位家长。受试者均在上海市残疾人康复职业培训中心接受听觉口语法干预,其中每2组受试者由同一位个别化训练教师开展听觉口语法干预,这两组受试者随机分配到干预组(共7组)和等待组(共8组)。由个别化训练教师先对干预组受试者进行4周的亲子互动视频反馈法干预,再对等待组受试者进行4周亲子互动视频反馈法干预。除4周干预期之外,两组受试者均持续接受听觉口语法干预。在视频反馈法干预前后对两组受试者亲子互动中家长的语言输入数量及质量进行评估。结果视频反馈法干预后等待组和干预组听障儿童家长在亲子互动过程中语言输入的平均语句长度(P<0.05)和较高质量语言促进策略比例(P<0.01)较干预前均有显著提升;且干预后听障儿童家长在亲子互动中指示语句的比例显著减少(P<0.05),平行谈话和重述语句的比例显著提升(P<0.05)。结论视频反馈法对提升听障儿童家长在亲子互动中的语言输入数量及质量具有较佳成效。
Objective To investisate effect of video feedback intervention on improving the quantity and quality of caregiver’s linguistic input to children with hearing impairment in parent-child interaction.Methods Fifteen groups of children with moderate to severe bilateral sensorineural hearing impairment before the age of 3 years and their primary caregivers were selected as intervention subjects.Each group included one child and one primary caregiver.All subjects received auditory verbal therapy,and each 2 subjects received auditory oral intervention from the same individual training teacher.Two groups of subjects who were given auditory oral intervention by the same individual training teacher were assigned to the intervention group(7 group)and the waiting group(8 group),respectively.The individual training teachers first conducted parent-child interactive video feedback intervention for 4 weeks for the intervention group,and then conducted video feedback intervention for 4 weeks for the waiting group.In addition to the 4-week intervention period,subjects in both groups continued to receive auditory oral intervention.The quantity and quality of parental language input were evaluated before and after the video feedback intervention.Results After the intervention,the mean length of utterances(P<0.05)and the proportion of higher-level facilitative language techniques(P<0.01)in parent-child interaction were significantly improved in both groups.After the intervention,the proportion of directives utterances were significantly reduced in parent-child interaction(p<0.05),while the proportion of parallel talk and recast utterances were significantly increased(p<0.05).Conclusion Video feedback intervention can improve the quantity and quality of caregiver’s linguistic input to children with hearing impairment in parent-child interaction.
作者
林海英
周爱然
赵伟时
刘巧云
Lin Haiying;Zhou Airan;Zhao Weishi;Liu Qiaoyun(Shanghai Rehabilitation&Vocational Training Center for the Disabled,Shanghai,200172,China)
出处
《听力学及言语疾病杂志》
CAS
CSCD
北大核心
2020年第6期678-682,共5页
Journal of Audiology and Speech Pathology
基金
上海市残疾人康复科研项目(K2018023)。
关键词
视频反馈法
亲子互动
听障儿童
语言输入
Video feedback intervention
Parent-child interaction
Children with hearing impairment
Linguistic input
