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首页> 外文期刊>American journal on intellectual and developmental disabilities: AJIDD >A Spoken-Language Intervention for School-Aged Boys With Fragile X Syndrome
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A Spoken-Language Intervention for School-Aged Boys With Fragile X Syndrome

机译：对患有脆性X综合征的学龄男孩的口语干预

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摘要

Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived language-support strategies. All sessions were implemented through distance videoteleconferencing. Parent education sessions were followed by 12 weekly clinician coaching and feedback sessions. Data were collected weekly during independent homework and clinician observation sessions. Relative to baseline, mothers increased their use of targeted strategies, and dyads increased the frequency and duration of story-related talking. Generalized effects of the intervention on lexical diversity and grammatical complexity were observed. Implications for practice are discussed.
机译：使用单例设计，向三位患有脆性X综合征（导致智力障碍的遗传原因）的母亲及其学龄儿子提供了由父母调解的口头语言干预措施。这项干预措施被嵌入在使用无言图画书的共享故事叙述中，并针对三种根据经验得出的语言支持策略。所有会议均通过远程视频会议实现。家长教育课程之后，每周进行12次临床医生指导和反馈课程。在独立的家庭作业和临床医生观察会议期间每周收集一次数据。相对于基线，母亲增加了对目标策略的使用，而二分法提高了与故事有关的谈话的频率和持续时间。观察到干预对词汇多样性和语法复杂性的普遍影响。讨论了对实践的影响。

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