Applied Ladder Model Training Strategy to Improving Conversation Skills of Children with Language Disorders

XUE Wei; LIU Qiao-yun

doi:10.3969/j.issn.1672-4933.2026.03.016

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Applied Ladder Model Training Strategy to Improving Conversation Skills of Children with Language Disorders

Rehabilitation Education | 更新时间：2026-07-30

- Applied Ladder Model Training Strategy to Improving Conversation Skills of Children with Language Disorders
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 3, Pages: 296-299(2026)
- 作者机构：
  
  华东师范大学上海 200062
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.03.016
  CLC： G762
- Received：08 January 2025，
  
  Online First：11 May 2026，
  
  Published：15 May 2026
- 稿件说明：
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薛炜,刘巧云.阶梯式会话训练策略在小组教学中提升语言障碍儿童会话能力的行动研究[J].中国听力语言康复科学杂志,2026,24(03):296-299.

XUE Wei,LIU Qiao-yun.Applied Ladder Model Training Strategy to Improving Conversation Skills of Children with Language Disorders[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(03):296-299.
薛炜,刘巧云.阶梯式会话训练策略在小组教学中提升语言障碍儿童会话能力的行动研究[J].中国听力语言康复科学杂志,2026,24(03):296-299. DOI： 10.3969/j.issn.1672-4933.2026.03.016.

XUE Wei,LIU Qiao-yun.Applied Ladder Model Training Strategy to Improving Conversation Skills of Children with Language Disorders[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(03):296-299. DOI： 10.3969/j.issn.1672-4933.2026.03.016.

摘要

目的

探究在小组教学中应用阶梯式会话训练策略对语言障碍儿童会话能力的训练效果。

方法

采用行动研究法，以上海市某康复机构5名语言障碍儿童为研究对象，应用阶梯式会话训练策略，开展为期7周、共计21次的小组会话训练，对儿童的会话发起与维持、话轮转换能力进行评估。

结果

干预前，儿童会话特点为能表达、难沟通、会话意图局限、易让人感觉不礼貌；干预后，儿童的会话意图与会话经验增强，会话技能提升，但技能泛化仍存在挑战。康复师的教学技能与自我效能感得到促进。

结论

阶梯式会话训练策略在小组教学中提升了语言障碍儿童的会话技能，并对康复师的认知与心理产生积极的促进作用。

Abstract

Objective

To explore the effect of Ladder Model Training Strategy in group teaching on children with language disorders.

Methods

An action research method was adopted. 5 children with language disorders from a Shanghai rehabilitation institution received 21 sessions of group conversation training over 7 weeks

targeting conversation initiation and maintenance as well as turn-taking ability.

Results

Before the intervention

children showed characteristics' such as being able to express but having difficulty in communicating and having limited conversation intentions and children with autism being more likely to feel impolite. After the intervention

children's conversation intentions and thematic experience were enhanced

and their conversation skills were improved. However

there were still challenges in skill generalization. Therapists' teaching skills and self-efficacy were also enhanced.

Conclusion

The Ladder Model Training strategy improved the conversation skills of children with language disorders in group teaching and had a positive effect on the cognition and psychology of therapists.

关键词

Keywords

references

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