The Constructive Process of a Group Therapy Framework for Children with Language Disorders

WANG Li-Hsueh; CHEUNG Hintat

doi:10.3969/j.issn.1672-4933.2024.01.008

您当前的位置：

首页 >

文章列表页 >

The Constructive Process of a Group Therapy Framework for Children with Language Disorders

Treatment of Speech and Language Disorders in Children | 更新时间：2024-03-22

- The Constructive Process of a Group Therapy Framework for Children with Language Disorders
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 22, Issue 1, Pages: 27-30(2024)
- 作者机构：
  
  1.中国台湾桃园敏盛综合医院复健科中国台湾 33042
  2.亚洲大学听力暨语言治疗学系中国台湾 41354
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2024.01.008
  CLC： R767.92
- Published：15 January 2024，
  
  Received：15 November 2023，
- 稿件说明：
移动端阅览
王丽雪,张显达.儿童语言障碍团体治疗架构的建置历程[J].中国听力语言康复科学杂志,2024,22(01):27-30.

WANG Li-Hsueh,CHEUNG Hintat.The Constructive Process of a Group Therapy Framework for Children with Language Disorders[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(01):27-30.
王丽雪,张显达.儿童语言障碍团体治疗架构的建置历程[J].中国听力语言康复科学杂志,2024,22(01):27-30. DOI： 10.3969/j.issn.1672-4933.2024.01.008.

WANG Li-Hsueh,CHEUNG Hintat.The Constructive Process of a Group Therapy Framework for Children with Language Disorders[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(01):27-30. DOI： 10.3969/j.issn.1672-4933.2024.01.008.

摘要

目的

发展兼顾语言能力提升和学校转衔的团体治疗架构。

方法

从学校的需求调整医疗单位惯用的儿童语言障碍干预方法，根据早期干预和团体课治疗追踪数据，聚焦个案入学后的表现和多方反馈，循环修正早期干预的团体课执行模式。

结果

建立一套完整的团体课分级标准、分级治疗目标、方法和互动技巧。

结论

早期干预团体治疗模式经过实践取得良好成效，具有推广价值。

Abstract

Objective

To develop a group therapy framework that balances language ability enhancement with the transition to school education.

Methods

The approach involves adjusting the conventional early intervention methods used in medical units according to the needs of the schools observed. This is further refined by incorporating accumulated data from early interventions and group therapy tracking

focusing on students' school performance and feedback from various stakeholders

thereby iteratively revising the group class implementation model in early intervention.

Results

We Successfully established a comprehensive set of group class assignment standards

progressive therapy objectives

methods

and interactive skills.

Conclusion

This early intervention group therapy program has achieved good results

which is worthy applying in other institutions.

关键词

团体治疗儿童语言障碍早期干预

Keywords

Group therapyChild language disorderEarly intervention

references

Brown SE , Collins A ,Duguid P. Situated cognition and the Culture of learning[J]. Educational Researcher,1989,18(1): 32-42.

Lave J, Wenger E. Situated learning: Legitimate peripheral participation[J].Cambridgle: Cambridge University Press, 1991.

王慧娟. 南投县小学普通班教师对实施融合教育之教学困扰研究[D].国立台中教育大学特殊教育硕士班硕士论文, 2012.

王淑娟. 唐氏症儿童沟通与语言学习困难相关因素之初探[J].国立台中师范学院,特殊教育论文集, 2002. 8-22.

林汝轩. 鹰架语言教学对增进特定型语言障碍儿童口语叙事能力之成效[D].国立高雄师范大学硕士论文, 2013.

陈姿兰,张鉴如,陈欣希.台湾与美国低收入家庭幼儿的会话轮替行为研究[J].华语文教学研究, 2012, 9(1): 99-127.

Kasari C, Gulsrud AC, Wong C,et al. Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism[J].Journal of Autism and Developmental Disorders, 2010, 40(9): 1045-1056.

Cummins J.Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters[J].Working Papers on Bilingualism, 1979, 19: 121-129.

Fey ME.Language intervention with young children [M]. Austin. TX: PRO-ED. 1986.

Views

125

下载量

CSCD

Alert me when the article has been cited

提交

Tools

Publicity Resources

Methods of Home-Based Rehabilitation for Children with Hearing Impairment

Related Author

LIU Dan-dan

GAO Meng

ZHOU Wen-pei

ZHANG Wen-hua

HUANG Hong-yan

WANG Shu-feng

Related Institution

深圳市残疾人综合服务中心

天津市丝路康复科学研究院

滨州医学院特殊教育学院

⁰