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Group approach for the evaluation of language disorders in young children

机译：评估幼儿语言障碍的小组方法

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摘要

The aim of this study was to describe the contributions of a group therapy approach, which had a social interactionist focus, on the evaluation of language in children aged from between one year, nine months and three years. Nine children participated in the study and they were evaluated in three groups of three participants (G1 and G2 - children with language disorder problems, G3 - children without language disorders). Four video-recorded meetings were performed for each group, each of which lasted from 30 to 60 minutes. The videos were analyzed along with the field journal, focusing on the participation of the children and their oral and non-oral production. This study provides a detailed analysis of G2, which showed an increase in oral production and an expansion of linguistic functions throughout the sessions. The non-verbal aspects contributed to the identification of relevant elements related to language, especially at the pragmatic level. The context of play and group interaction, and even disputes for objects, led to the detection of different aspects of language. The proposed assessment which is described made it possible to observe the children's language in a live context and it is a model that covers the different aspects of language in meaningful contexts of interaction.
机译：这项研究的目的是描述一种团体治疗方法的贡献，该方法以社会互动主义为重点，用于评估一年零九个月至三岁儿童的语言。九名儿童参加了这项研究，并在三组参与者（三组：G1和G2-有语言障碍的孩子，G3-无语言障碍的孩子）中进行了评估。每个小组进行了四次录像会议，每次会议持续30至60分钟。这些视频与现场杂志一起进行了分析，重点关注儿童的参与以及他们的口头和非口头制作。这项研究提供了对G2的详细分析，G2显示了在整个疗程中口头产量的增加和语言功能的扩展。非语言方面有助于识别与语言相关的相关元素，特别是在务实的层面上。游戏和小组互动的环境，甚至对象之间的争执，都导致了语言不同方面的发现。所描述的拟议评估使在现场环境中观察儿童的语言成为可能，并且该模型涵盖了有意义的互动环境中语言的不同方面。

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