台灣地區兒童語言障礙評量現況調查之研究

本研究以自編問卷調查方式探討台灣地區語言治療師參與兒童語言障礙評量的現況，參與研究的語言治療師有92人，有效問卷回收率為52.5%。本研究發現，受訪者所服務的語言障礙個案，以4-6歲的學前兒童最多，0-3歲的幼兒次之，7-12歲的學齡兒童第三，13-18歲的青少年最少。兒童語言障礙評量是由醫療單位主導，參與的人員也以醫療人員為主，和教育系統的緊密合作仍有待建立。就家長而言，子女接受評量並不會造成額外的經濟負擔，但是部分執行語言障礙評量單位有人力不足問題，造成等待評量的兒童過多，也連帶壓縮每位兒童所能獲得的評量時間，每位兒童的平均評量時間在30-50分鐘之間。受訪者在語言障礙評量項目上仍偏重口語語言的評量，而較忽略書面語文能力的評估。觀察兒童的行為表現(93.5%)、訪談家長或教師(91.3%)，和使用標準化語言測驗(87.0%)是受訪者最常使用的三種評量方式，而語言樣本分析則只有57.6%的受訪者會使用。現有的語言測驗工具在質與量上都有不足，在23種測驗中，只有三種測驗是受訪者較常使用的。而受訪者認為目前最缺乏語言測驗工具的年齡群為0-3歲，其次為13-18歲。最後，本研究提出五點建議做為實務和後續研究的參考。

關鍵字

語言評量；兒童語言障礙；語言治療師；標準化語言測驗；語言樣本分析

並列摘要

The purpose of this research is to investigate the children language assessment practices in Taiwan. The researchers used the questionnaire of ”The Survey of Speech Therapists Participating Children Language Assessment in Taiwan” to collect data. The participants were 92 speech therapists in Taiwan, and the rate of questionnaire return was 52.5%. The participants reported that 0-6 year-old preschoolers were the largest group in their caseload. Most of the child language assessments were directed by medical personnel, such as speech therapists and doctors. Less than 20% of school teachers involved in the child language assessment. The parents did not need to pay extra fee for their child's language assessment; however, they probably have to wait for assessment because of shortage of speech therapists. Moreover, too many children waiting for assessment would also affect the amount of assessment time each child received. The average assessment time was between 30-50 minutes. Regarding to language assessment items, the speech therapists still pay more attention on oral language than written language. The most frequently used assessment methods included observing the children's behaviors (93.5%), interviewing with parents or teachers (91.3%), and using standardized language tests (87.0%). Only 57.6% of participants used language sampling. The standardized language tests frequently used by speech therapist were limited to three kinds. The participants also recognized that 0-3 and 13-18 year-old group need more suitable standardized language tests. At last, this study provided five suggestions for practice and future research.