Abstract：
UNASSIGNED: Late talking children are at risk of ongoing language impairment. This intervention study replicated and extended research based on cross-situational statistical learning principles.
UNASSIGNED: Three late talking children (age 24-32 months) were enrolled into the concurrent multiple baseline single-case experimental intervention study. The intervention consisted of 16 sessions over eight/nine weeks, including 10-11 pairs of target and control words (three per session). Children heard the target words a minimum of 64 times per session, in sentences with high linguistic variability in varied play activities.
UNASSIGNED: All children increased production of target words and expressive vocabulary, with statistically significant differences between word acquisition in baseline and intervention phases. One of the three children learnt statistically significantly more target words than control words.
UNASSIGNED: The results replicated the findings of previous research for some but not all of the participants, providing individual evidence that this approach has promise as a therapy technique for late talking children.
UNASSIGNED: Three late talking children (age 24-32 months) were enrolled into the concurrent multiple baseline single-case experimental intervention study. The intervention consisted of 16 sessions over eight/nine weeks, including 10-11 pairs of target and control words (three per session). Children heard the target words a minimum of 64 times per session, in sentences with high linguistic variability in varied play activities.
UNASSIGNED: All children increased production of target words and expressive vocabulary, with statistically significant differences between word acquisition in baseline and intervention phases. One of the three children learnt statistically significantly more target words than control words.
UNASSIGNED: The results replicated the findings of previous research for some but not all of the participants, providing individual evidence that this approach has promise as a therapy technique for late talking children.
摘要：
■迟到的孩子有持续语言障碍的风险。这项干预研究是基于跨情境统计学习原理的重复和扩展研究。
■三个晚期说话儿童（年龄24-32个月）被纳入并发的多基线单病例实验性干预研究。干预包括八/九周的16次会议，包括10-11对目标和控制字（每个会话三个）。孩子们每节至少听到目标单词64次，在各种游戏活动中具有高度语言变异性的句子中。
■所有儿童都增加了目标单词和表达词汇的产生，基线和干预阶段的单词习得之间存在统计学上的显着差异。三个孩子中的一个在统计上学到的目标单词明显多于对照单词。
■结果复制了一些但不是所有参与者的先前研究结果，提供个人证据，证明这种方法有望作为晚期说话儿童的治疗技术。
■三个晚期说话儿童（年龄24-32个月）被纳入并发的多基线单病例实验性干预研究。干预包括八/九周的16次会议，包括10-11对目标和控制字（每个会话三个）。孩子们每节至少听到目标单词64次，在各种游戏活动中具有高度语言变异性的句子中。
■所有儿童都增加了目标单词和表达词汇的产生，基线和干预阶段的单词习得之间存在统计学上的显着差异。三个孩子中的一个在统计上学到的目标单词明显多于对照单词。
■结果复制了一些但不是所有参与者的先前研究结果，提供个人证据，证明这种方法有望作为晚期说话儿童的治疗技术。
