A Preliminary Study on Language Knowledge, Environment Resource and Interventional Needs for Parents with Language Delay Children in Nantou Area

• Main Authors: Chia-Yi Ma, 馬嘉宜
• Other Authors: Pao Chuan Torng
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/33353366292920083923

碩士 === 國立台北護理學院 === 聽語障礙科學研究所 === 95 === In Taiwan, research related to language knowledge, environment resource and interventional needs for parents with language delay children is rare. This study, therefore, aims to investigate these three issues in the remote area at Nantou county, Taiwan. Questionnaires and interview data were collected from 17 parents with language delay children from the remote area. Questionnaires were designed to answer both the demographic information and the parent’s language knowledge, environment resource and interventional information. For demographic information, results showed that: 1. There is a great diversity in the children’s mother ethnic groups. The majority of the mothers are from Asia countries. 2. The average level of parental education is at junior high school level. However, the average level of education for mothers from Asia countries is at grade school level. 3. Referral for intervention for theses children is often made through public health nurses or preschool teachers, and behind schedule. For parent's language knowledge environment resource and interventional information, result showed that: 1. Most parents lack the knowledge about the language development of young children. 2. Parents do provide language activities and opportunities to stimulate children’s language development. However, the frequencies and types of activities were influenced by the parents’ occupations and families’ socioeconomic status. 3. All parents express needs and request for assistant in carrying out language activities and facilitating skills. In sum, this study shows that these parents from the remote areas do need assistance in better understanding of the language development of young children and language activities to promote language learning for children with language delay. Furthermore, results also reflect that speech language pathologist can provide these parents with the most suitable language activities and skills to facilitate children with language delay.