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首页> 外文期刊>Alcohol >Language and literacy outcomes from a pilot intervention study for children with fetal alcohol spectrum disorders in South Africa.
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Language and literacy outcomes from a pilot intervention study for children with fetal alcohol spectrum disorders in South Africa.

机译：一项针对南非胎儿酒精谱系疾病的儿童的初步干预研究的语言和读写能力。

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This pilot study investigated the efficacy of a classroom language and literacy intervention in children with fetal alcohol spectrum disorders (FASD) in the Western Cape Province of South Africa. The study forms part of a larger, ongoing study that includes metacognitive and family support interventions in addition to language and literacy training (LLT). For the LLT study, 65 nine-year-old children identified as either FASD or not prenatally exposed to alcohol, were recruited. Forty children with FASD were randomly assigned to either a LLT intervention group or FASD control group (FASD-C). Twenty-five nonalcohol-exposed children were randomly selected as nonexposed controls (NONEXP-C). Prior to intervention and after nine school-term months of treatment, general scholastic tests, teacher and parent questionnaires, classroom observations and specific language and literacy tests were administered to the participants. The nine months assessment reflects the midpoint and the first assessment stage of the overall study. At initial diagnosis and prior to commencement of the interventions, participants with FASD were significantly weaker than NONEXP-C children in reading, spelling, addition, subtraction, phonological awareness, and other tests of early literacy. Teachers rated a range of adaptive behaviors of children with FASD as significantly worse than NONEXP-C. Mean scholastic and language and literacy scores for all groups showed improvement over baseline scores after 9 months of intervention. The mean test scores of children with FASD remained lower than those of NONEXP-C. Comparison of mean baseline to postintervention score changes between the LLT, FASD-C, and NONEXP-C groups revealed that although there were no significant gains by the LLT intervention group over control groups on the general scholastic assessment battery, significantly greater improvements occurred in the LLT intervention group compared to the FASD-C group in specific categories of language and early literacy. These categories were syllable manipulation, letter sound knowledge, written letters, word reading and nonword reading, and spelling. In spite of cognitive and classroom behavioral difficulties, children with FASD from a vulnerable environment demonstrated significant cognitive improvements in specific areas targeted by classroom interventions. To our knowledge, this is the first report of a systematic classroom intervention and resultant cognitive response in children with FASD.
机译：这项先导研究调查了南非西开普省患有胎儿酒精性谱系疾病（FASD）的儿童进行课堂语言和读写干预的效果。该研究是一项正在进行的，规模较大的研究的一部分，该研究除语言和素养培训（LLT）之外，还包括元认知和家庭支持干预措施。对于LLT研究，招募了65名9岁的儿童，他们被确定为FASD或未在产前接触酒精。将40名FASD儿童随机分为LLT干预组或FASD对照组（FASD-C）。随机选择25名未饮酒的儿童作为未暴露对照（NONEXP-C）。在干预之前和治疗九个学期后，对参与者进行了一般的学业测验，教师和家长问卷调查，课堂观察以及特定的语言和读写能力测验。九个月的评估反映了整个研究的中点和第一评估阶段。在初步诊断和干预开始之前，FASD的参与者在阅读，拼写，加法，减法，语音意识和其他早期识字测试方面明显弱于NONEXP-C儿童。教师对FASD儿童的一系列适应行为进行了评估，其结果明显差于NONEXP-C。干预9个月后，所有组的平均学业，语言和读写能力得分均比基线得分有所提高。 FASD儿童的平均考试成绩仍低于NONEXP-C。比较LLT，FASD-C和NONEXP-C组之间的平均基线和干预后得分变化，发现尽管LLT干预组与普通学业评估组相比，对照组没有显着增加，但LLT干预组的改善明显更大。在语言和早期识字的特定类别中，LLT干预组与FASD-C组进行了比较。这些类别包括音节操纵，字母声音知识，书面字母，单词阅读和非单词阅读以及拼写。尽管存在认知和课堂行为方面的困难，但来自脆弱环境的FASD儿童在课堂干预目标的特定区域表现出明显的认知改善。据我们所知，这是首次对FASD儿童进行系统的课堂干预和由此产生的认知反应的报告。

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