杜巴德语言障碍学校
研究 - Childhood Apraxia of Speech and Resilience
页面内容
项目名称： Changes in Articulation and Perceived Resilience in Children with Childhood Apraxia 语言学（CAS）
人口: Twelve students, ages 3-8 to 10-3, diagnosed with CAS were enrolled full-time in the 杜巴德语言障碍学校. Most students presented with significant 共病情况. 发音能力测试 Arizona Articulation Proficiency Scale-3 (AAPS-3) prior to the implementation of two years of intensive speech-language therapy.
服务提供模式： Therapy was delivered through the DuBard School's intensive full-time enrollment program over a period of two years by nationally certified speech-language pathologists or nationally certified educators of the deaf.
评估工具:
Arizona Articulation Proficiency Scale Third Edition (AAPS-3)
- 总分取值范围为0 ~ 100.
- Standard scores have a mean of 100 and a standard deviation of 15.
- Mean Length of Utterance (反光镜锁定) scores were derived from a spontaneous speech sample. The 反光镜锁定 is the average length of oral expressions as measured by a representative 口语样本.
Resilience Assessment 杰出学生（RAES）
- 教师评等表（由小学校长填写）
- 家长分级表
- 弹性行为评分：
- 积极的同伴关系
- 自我效能感/控制点
- 积极的成人关系
- 积极的社交技能
- Items rated in terms of 频率 and 需要改进
- Higher ratings on the 频率 scale indicated increased 行为.
- Higher ratings on the 需要改进 scale indicated less need to improve 行为.
Length of time between pre- and post-test: Approximately 20 months; Pre-test: August 2006, Post-test: May-June, 2008
统计分析: 重复测量方差分析
Students diagnosed with CAS who were enrolled full-time for two years in the USM DuBard School for Language Disorders had statistically significant increases in AAPS-3 总分数, F(1,11)=25.98, p<0.001.
| AAPS-3 总得分 | |
| 测试前总分平均值 | 56.38 |
| 测试后总分平均值 | 91.08 |
Students diagnosed with CAS who were enrolled full-time for two years in the USM DuBard School for Language Disorders had statistically significant increases in AAPS-3 标准分数, F(1,11)=41.35, p<0.001.
| AAPS-3 标准分数 | |
| 前测标准分数均值 | 64.75 |
| 测试后标准分数平均值 | 85.83 |
Students diagnosed with CAS who were enrolled full-time for two years in the USM DuBard School for Language Disorders had statistically significant increases in 反光镜锁定, F(1,11)=25.98, p<0.001.
| AAPS-3 反光镜锁定 | |
| 测试前总分平均值 | 3.80 |
| 测试后总分平均值 | 7.00 |
可理解性评级基于 AAPS-3 scoring improved following intensive intervention for students enrolled full-time in the USM 杜巴德语言障碍学校.
解释的传说:
- 讲话是听不懂的.
- 讲话通常是听不懂的.
- 讲话的清晰度很困难.
- Speech is intelligible with careful listening.
- Speech is intelligible, although noticeably in error.
- Sound errors are occasionally noticed in continuous speech.
积极的同伴关系1
| 评定等级 | Time | 的相互作用 | |
| 频率 | F(1,9)=13.393, p=.005 |
F(1,9)=13.716, p=.005 |
NS2 |
| 需要 改善 |
NS2 |
F(1,7)=14.016, p=.007 |
F(1,7)=16.091, p=.005 |
1Starts conversations with peers, stands up to bullies, shows others how to do things, shows leadership with peers, able to introduce people to one another, attends social events such as parties, popular with peers due to friendliness
2表示非显著的发现
Interpretation of significant results for 积极的同伴关系:
评定等级 – Parent ratings were higher than SLP ratings for the 积极同伴关系的频率 行为.
Time – Post-test ratings were higher than pre-test ratings for 积极同伴关系的频率 行为和 需要改进 积极的同伴关系 行为. This indicated that both parents and SLPs saw increased 行为 in 的面积 积极的同伴关系 也不太需要改善这些行为.
交互 – 需要改进 ratings by parents increased from pre-test to post-test; 需要改进 ratings by SLPs remained about the same from pre-test to post-test.
自我效能感/控制点1
| 评定等级 | Time | 的相互作用 | |
| 频率 | F(1,9)=12.154, p=.007 |
F(1,9)=10.548, p=.010 |
NS2 |
| 需要 改善 |
NS2 |
NS2 |
F(1,8)=14.570, p=.005 |
1Completes homework independently, seeks help only when needed, shows enthusiasm about learning, attributes grades to ability, attempts new tasks without fear, self-reliant in carrying out tasks, self-confident about ability to learn
2表示非显著的发现
Interpretation of significant results for 自我效能感/控制点:
评定等级 – Parent ratings were higher than SLP ratings for the 频率 of 自我效能感/控制点 行为.
Time – Post-test ratings were higher than pre-test ratings for 频率 of 自我效能感/控制点 行为. This indicated that both parents and SLPs saw increased 自我效能感/控制点 从测试前到测试后的行为.
交互 – 需要改进 ratings by parents increased from pre-test to post-test; 需要改进 ratings by SLPs decreased slightly from pre-test to post-test.
积极的成人关系1
| 评定等级 | Time | 的相互作用 | |
| 频率 |
NS2 |
F(1,9)=5.486, p=.044 |
NS2 |
| 需要 改善 |
NS2 |
F(1,7)=12.071, p = .010 |
NS2 |
1Helps family with daily living tasks, volunteers to help parents/teacher, follows parents’/teachers’ rules, will attempt work such as running errands, responsible to 家中个人物品
2表示非显著的发现
Interpretation of significant results for 积极的成人关系:
Time – Post-test ratings were higher than pre-test ratings for 频率 of 积极的成人关系 行为和 需要改进 积极的成人关系. This indicated that both parents and SLPs saw increased 行为 in 的面积 积极的成人关系 from pre-test to post-test 也不太需要改善这些行为.
建模/积极的社交技能1
| 评定等级 | Time | 的相互作用 | |
| 频率 | F(1,9)=25.850, p=.001 |
NS2 |
NS2 |
| 需要 改善 |
NS2 |
F(1,8)=8.482, p=.020 |
F(1,8)=5.634, p=.045 |
1Acts as positive model of helpful behavior, attempts to compensate for learning problems, tries to stop arguments, models or imitates positive behavior of others, strives for perfection when completing tasks, understands how others feel
2表示非显著的发现
Interpretation of significant results for 建模/积极的社交技能:
评定等级 – Parent ratings were higher than SLP ratings for the 频率 of 建模/积极的社交技能 行为.
Time – Post-test ratings were higher than pre-test ratings for 需要改进 建模/积极的社交技能 行为. This indicated that both parents and SLPs saw less need for improvement of 建模/积极的社交技能 行为 at post-test as compared to pre-test.
交互 – 建模/积极的社交技能 需要改进 ratings by parents increased from pre-test to post-test; 建模/积极的社交技能 需要改进 ratings by SLPs decreased slightly from pre-test to post-test.
对整体结果的解读：
For students diagnosed with CAS who were enrolled full-time at the DuBard School for Language Disorders, 总分数, 标准分数, 反光镜锁定 scores, and intelligibility ratings on a test of articulation showed significant increases following two years of intervention using the DuBard Association Method®. 此外，变化显著 在弹性行为中被发现.
引用:
Fudala J. B. (2000). Arizona Proficiency Scale: Third Revision. Los Angeles: Western Psychological Services.
佩里,J. D. 巴德，E. M. (2001年4月). Construct validity of the Resilience Assessment 杰出学生（RAES）. Paper presented at the annual conference of the National Association of School Psychologists, Washington, DC.