| Summary: | 碩士 === 國立高雄師範大學 === 聽力學與語言治療研究所 === 96 === The Use of Children's Books in Speech-Language Therapies Jui Ping Hung Abstract The study is for understanding the purpose of the speech-language pathologist , which is utilizing children's book to remedy old children with language impairment. We divided the course of using children's book into three stages : situation arrangement, the teaching strategy and extended action. Next, we analyze how the pathologist applied children's book to treatment in different stage, using it as the reference. The study for two Senior Speech-language pathologist and four children before/after elementary, to collect data/information by entering and observing the treatment fields, and interviewing with Speech-language pathologist. The researcher analysis and obtain following result as collection: 1.Speech-language pathologist applied children's book to begin the situation arrangement, including "choosing book", "seat arrangement" and "causing motion" before the treatment. "Choosing book" will consider the target of language treatment, the character of children's book , as well as the ability and interest of children. "Seat arrangement" will different from age and attention , "hugs the child to sit", "the child neighboring sits" and "90 angles to sit" mainly. "Causing motion" will use the ways of "picture guidance " and " book introduction" primarily. 2.There are two stages which are Guidance and Response that Speech-language pathologist applied children's book to treatment. Guidance will be influenced by the target of language treatment and degree of language level. Guidance will help children to expand the amount of words by "Chart Naming", it is the most useful strategy for two Speech-language pathologists in Guidance.In addition, "Inquiring meaning or inferential question" will lead children to think , it is common to use in two Speech-language pathologists. Moreover, both guidance and response usually overlaps in same time with treatment. For Response, Speech-Language pathologist should "repeating the question" to children who is at the lower degree of language, and further , they "focusing the question" when the children have the higher degree of language. When the child replied unaccommodated or incomplete, utilizing "repeat the sentences from Children", "Expending" and "Paraphrasing" to replied who is at the lower degree of language, but "Expending", "Approve”, “Help Answer" and "Paraphrasing" when children respond incompletely. In the other words, expressing "Repeating the words from children", "Expending" , "paraphrasing" and "Approve" chiefly for children who is at higher level. 3.Speech-language pathologist applied children's book to expending Activity strategies, included "subject correlation", "read once more", "discussing title of book" and "discussing contents of book" after treatment. Expended actions also will be different from the cognizable diversity of children , The children who is at lower degree of language should be taught with "subject correlation". Moreover, Speech-language pathologist usually haven't arrange the other extending activities after the treatment of children's book. It is different with the teacher often arrange diversified activity Keywords：children's book，old children with language impairment，speech-language pathologist
|
|---|
