孤独症谱系障碍和发育迟缓儿童语言环境调查及其与标准化测试的相关性研究

Linguistic Environment Survey of Children with Autism Spectrum Disorder and Developmental Delay and its Correlation with Standardized Tests

目的调查孤独症谱系障碍和发育迟缓儿童中的语言环境指标特征,并检验其与标准化测验的相关性,为语言环境分析系统的临床使用提供参考建议。方法对生理年龄无显著差异的25名孤独症谱系障碍儿童、19名发育迟缓儿童及11名典型发展儿童进行标准化测试和基于语言环境分析系统(language environment analysis,LENA)的成人词汇数、儿童发声次数和话轮次数测量分析。结果①儿童各项语言环境测量指标差异不显著(P>0.05);②孤独症谱系障碍和发育迟缓儿童的发声次数与其标准化语言测试得分存在显著的中低度相关;③在发育商低于85的儿童中,儿童发声次数与标准化测试得分相关性更高;④话轮数和成人词汇数与标准化评估结果未见相关性。结论孤独症谱系障碍和发育迟缓儿童、典型发展儿童的语言环境测量指标均无显著差异,LENA自动测量指标中,儿童发声次数与标准化测试结果相关。

Objective This study aimed to investigate the linguistic environment indicators in children with autism spectrum disorder(ASD)and developmental delay and examine their correlations with standardized test scores,providing reference suggestions for the clinical use of language environment analysis.Methods Standardized testing and language environment analysis(LENA)based measurement analysis of adult word count,child vocalization and conversation turns were performed on 25 children with ASD,19 children with developmental delay and 11 typical developing children without significant difference in term of chronological age.Results There were no significant differences in various LENA measurement indicators among the different groups of children(P>0.05).There was a significant moderate to low correlation between the number of vocalizations and standardized language test scores in children with ASD and developmental delay.Among children with developmental quotient below 85,there was a higher correlation between the number of vocalizations and standardized test scores.There was no correlation observed between the number of conversational turns,adult word count,and standardized assessment results.Conclusion There is no significant difference in language environment measurement indicators between children with ASD and developmeneal delay,and typical development.Among the automated measurement indicators provided by LENA,the number of child vocalizations demonstrated a correlation with standardized test results.