PDF(Pubmed)
Abstract：
UNASSIGNED: The purpose of this study was to evaluate the feasibility of a personal narrative intervention based on neurocognitive principles and experientially based learning for improving the personal narrative language abilities of a school-age child with Down\'s syndrome.
UNASSIGNED: A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity.
UNASSIGNED: As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity.
UNASSIGNED: The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down\'s syndrome.
UNASSIGNED: A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity.
UNASSIGNED: As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity.
UNASSIGNED: The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down\'s syndrome.
摘要：
■这项研究的目的是评估基于神经认知原则和基于经验的学习的个人叙事干预的可行性，以提高患有唐氏综合症的学龄儿童的个人叙事语言能力。
■采用使用当代统计技术的单例设计来完成这项研究。参与者在研究时是8岁8个月，他参加了为期14周的个人叙事干预。在指导之前，在每个干预会话开始时收集个人叙述样本。叙事样本的叙事质量评分，语言生产力，和词汇多样性。
■由于干预，参与者在叙事质量方面表现出中等显著的叙事能力提高，语言生产力，和词汇多样性。
■使用基于神经认知原理和基于经验的学习的个人叙事对于改善患有唐氏综合症的学龄儿童的个人叙事语言能力可能是可行的。
■采用使用当代统计技术的单例设计来完成这项研究。参与者在研究时是8岁8个月，他参加了为期14周的个人叙事干预。在指导之前，在每个干预会话开始时收集个人叙述样本。叙事样本的叙事质量评分，语言生产力，和词汇多样性。
■由于干预，参与者在叙事质量方面表现出中等显著的叙事能力提高，语言生产力，和词汇多样性。
■使用基于神经认知原理和基于经验的学习的个人叙事对于改善患有唐氏综合症的学龄儿童的个人叙事语言能力可能是可行的。
