阶梯式训练策略提升听障儿童疑问句表达能力的干预研究

An Intervention Study on Stepped Training Strategy to Enhance the Ability of Hearing-Impaired Children to Initiate Interrogative Sentences

目的研究阶梯式训练策略对提高学龄前听障儿童疑问句表达能力的干预效果。方法本研究通过比较9名听障儿童干预前后回应和发起次数的差异,检验阶梯式疑问句训练策略对听障儿童表达能力的干预效果。结果阶梯式训练策略对提高学龄前听障儿童疑问句表达能力具有显著的训练效果和维持效果,能够提高其疑问句泛化在不同语言环境中的运用能力。结论阶梯式训练策略提高了学龄前听障儿童的疑问句表达能力,为听障儿童主动语言的康复训练提供一定的实践依据。

Objective To study the intervention effect of stepped training strategy on improving the expression ability of questioning in children with hearing impairment.Methods This study tested the intervention effect of ladder Interrogative training strategy on the expression ability of hearing impaired children by comparing the differences in the number of responses and initiations of 9 hearing impaired children before and after the intervention.Results The ladder training strategy had significant training and maintenance effects on improving the expression ability of interrogative of preschool hearing impaired children,and can improve their ability to generalize interrogative in different language environments.Conclusion Step training strategy can improve the expression ability of interrogative of preschool hearing impaired children,and provide some practical basis for active language rehabilitation training of hearing impaired children.