中度智力障碍儿童会话修补技能的实验研究

A Experimental Study on Conversational Repair in Children With Moderate Intellectual Disabilities

为探究中度智力障碍儿童的会话修补技能的水平及特点,采用指示性沟通任务测试了81名中度智力障碍儿童和81名接受性词汇水平匹配的典型发展儿童的会话修补技能。结果发现:中度智力障碍儿童会话修补的质量较低,他们会更多采用部分添加的方式修补初始模糊讯息,较少将缺失的讯息与初始讯息进行整合;随着年级水平上升,中度智力障碍儿童采用有效会话修补的比率逐渐提高;随着反馈推进,中度智力障碍儿童逐渐放弃重述、不恰当反应等有效性较差的会话修补方式。

This study used referential communication task to explore conversational repair in children with moderate intellectual disabilities in comparison to receptive vocabulary matched typically developing children. The results show the following: The quality of conversational repair was lower in children with moderate intellectual disabilities, they adopted more partial addition and less complete addition to repair initial ambiguous message;As grade going up, the percentage of effective conversational repairs gradually increasing in children with moderate intellectual disabilities;As feedbacks advancing, children with moderate intellectual disabilities gradually gave up using the less effective conversational repairs, such as repetition and inappropriate responses. In daily communication and interaction, when children with moderate intellectual disabilities express ambiguous messages, teachers and parents can provide necessary feedback and demonstrate the correct conversational repair.