以家庭為中心的短期語言治療對語言發展遲緩兒童的治療成效

相關研究指出若能教導家長居家親子互動的技巧，將可有效改善學齡前語言發展遲緩兒童的語言能力，並且和語言治療師所提供的語言治療具同等的效力。本研究旨在探究傳統治療及以家庭為中心療法對於學齡前語言發展遲緩兒童的治療成效。本研究共收取26位學齡前語言發展遲緩兒童（三至五歲），依據家長意願分為傳統治療及改良式以家庭為中心療法二種介入方式，於介入治療前、10次介入治療後、結束10次治療的三個月後，以修訂學前兒童語言障礙評量表為評估工具，瞭解其治療成效。分析結果得知傳統治療與以家庭為中心療法皆可顯著改善語言發展遲緩兒童的語言能力。在結束10次治療的三個月後，進行追蹤評估，結果發現僅有以家庭為中心組的兒童，其語言理解或表達能力仍有顯著改善，傳統治療組的兒童持續進步的人數較少，甚至有退步的情形發生。本研究受限於人力因素，僅使用標準化測驗，粗略瞭解兒童在介入前、後的語言表現，並且依家長的意願進行分組，但家長的意願及積極度亦是影響親子互動的重要關鍵，建議未來研究應以隨機分組的方式進行，並將家庭的社會經濟背景列為分析的指標，除了標準化測驗之外，應進行更多校標參照測驗的分析，並且更長期地追蹤個案的表現。

關鍵字

語言發展遲緩；以家庭為中心療法；傳統治療；治療成效

並列摘要

According to previous studies, the language ability of preschool children with language development delay will be improved by teaching parents parent-child interaction skills. This has the same effect as the speech therapy offered by the speech language pathologist. This study will investigate the effect of traditional and modified family-centered therapy on preschool children with language development delay. Twenty-six children with preschool language developmental delay (3-5 years) were recruited in this study. According to the wishes of parents, children were divided into two groups using traditional and modified family-centered therapies. The children were assessed in terms of the effect at three time points, pre-therapy, post-therapy (after 10 sessions) and three months after post-therapy. The assessment tool is Preschool Language Scale-Revised. The results showed that both traditional and family-centered therapies could significantly improve the language ability of preschool children with language development delay. The results of follow-up evaluations (three months after post-therapy) showed that family-centered therapy can significant improve children's language comprehension or expression. There were little progress or even regression in children receiving traditional therapy. Limited by human factors, this study only used standardized tests to roughly understand the children's language performance before and after intervention. This study is divided into groups according to the wishes of parents, but the wishes and enthusiasm of parents are also important factors affecting the parent-child interaction. It is recommended that future studies should be conducted in a randomized manner and include the socioeconomic background of the family as an indicator for analysis. In addition to standardized tests, more criterion-referenced tests should be analyzed and individual performance tracked over longer periods of time.

並列關鍵字

Language development delay ； Family-centered therapy ； Traditional therapy ； Effect

參考文獻

Allen, J., & Marshall, C. R. (2011). Parent-child interaction therapy (PCIT) in school-aged children with specific language impairment. International Journal of Language and Communication Disorders, 46, 397-410. doi:10.3109/13682822.2010.517600

Alston, E., & St. James-Roberts, I. (2005). Home environments of 10-month-old infants selected by the WILSTAAR screen for pre-language difficulties. International Journal of Language and Communication Diosrders, 40, 123-136. doi:10.1080/13682820400006861

Baxendale, J., & Hesketh, A. (2003). Comparison of the effectiveness of the Hanen Parent Programme and traditional clinic therapy. International Journal of Language and Communication Disorders, 38, 397-415. doi:10.1080/1368282031000121651

Buschmann, A., Jooss, B., Rupp, A., Feldhusen, F., Pietz, J., & Philippi, H. (2008). Parent based language intervention for 2-year-old children with specific expressive language delay: A randomised controlled trial. Archives of Disease in Childhood, 94, 110-116. doi:10.1136/adc.2008.141572

Falkus, G., Tilley, C., Thomas, C., Hockey, H., Kennedy, A., Arnold, T., ... Pring, T. (2016). Assessing the effectiveness of parent-child interaction therapy with language delay children: A clinical investigation. Child Language Teaching and Therapy, 32, 7-17. doi:10.1177/0265659015574918

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