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首页> 外文期刊>Journal of speech, language, and hearing research: JSLHR >Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities
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Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities

机译：父母对有智力障碍的学龄前儿童实施的强化环境教学

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Purpose: The purpose of this study was to compare the effects of enhanced milieu teaching (EMT) implemented by parents and therapists versus therapists only on the language skills of preschool children with intellectual disabilities (IDs), including children with Down syndrome and children with autism spectrum disorders. Method: Seventy-seven children were randomly assigned to 2 treatments (parent + therapist EMT or therapist-only EMT) and received 36 intervention sessions. Children were assessed before, immediately after, 6 months after, and 12 months after intervention. Separate linear regressions were conducted for each standardized and observational measure at each time point. Results: Parents in the parent + therapist group demonstrated greater use of EMT strategies at home than untrained parents in the therapist-only group, and these effects maintained over time. Effect sizes for observational measures ranged from d = 0.10 to d = 1.32 favoring the parent + therapist group, with the largest effect sizes found 12 months after intervention. Conclusion: Findings from this study indicate generally that there are benefits to training parents to implement naturalistic language intervention strategies with preschool children who have ID and significant language impairments.
机译：目的：本研究的目的是比较父母和治疗师与治疗师仅对学龄前残疾儿童（包括唐氏综合症和自闭症儿童）的语言技能所进行的强化环境教学（EMT）的影响频谱障碍。方法：77名儿童被随机分配至2种治疗方法（父母+治疗师EMT或仅治疗师EMT），并接受36次干预。在干预之前，之后，6个月和12个月后对儿童进行评估。在每个时间点对每种标准化和观测性指标进行了单独的线性回归。结果：父母+治疗师小组中的父母比仅接受治疗师小组中未经培训的父母在家里更多地使用了EMT策略，并且这些效果随着时间的推移得以保持。观察性措施的效果大小在d = 0.10至d = 1.32之间，有利于父母+治疗师组，干预后12个月发现最大的效果大小。结论：这项研究的结果总体上表明，培训父母对有ID和严重语言障碍的学龄前儿童实施自然语言干预策略是有益的。

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