4~5岁普通话特定型语言障碍儿童的筛检与诊断

目的探讨学龄前4～5岁儿童语言发展现状，筛检并诊断特定型语言障碍儿童，为特定型语言障碍的相关研究及其干预奠定基础。方法本研究应用台湾版《修订学前儿童语言障碍评量表》，采用家长报告和教师报告的方法对某幼儿园中班与大班共136名4～5岁儿童进行语言能力测查。结果①4～5岁学龄前儿童普通话语言能力无显著的性别和年龄差异；②在此阶段，儿童的口语表达能力出现显著提升；③幼儿园4～5岁学龄前儿童存在特定型语言障碍儿童的发生率约为4．41％，值得关注和重视；④教师报告方式对特定型语言障碍检测的灵敏度较高：标准化测验对特定型语言障碍检测的特异度较高。结论台湾版《修订学前儿童语言障碍评量表》适用于大陆地区幼儿园4～5岁学龄前儿童；教师报告方式适用于语言发育迟缓儿童的筛检；标准化语言能力测试适用于语言发育迟缓儿童的诊断。

The Screening and Diagnosis of Specific Language Disorders Associated with Mandarin Speaking Preschoolers Aged 4-5 Years

objective To explore the language development of mandarin-speaking preschoolers aged 4-5 years, to screen and diagnose the specific language disorder, and to lay the foundation for relevant research and intervention. Methods The Revised Evaluation Scale for Preschool Children with Language Disorders （Taiwan version） was used in this study. The language abilities of 136 preschool children were assessed by parents＇ and teachers＇ reports. Results OThere was no significant difference between different genders and age groups in the language abilities. ~At this stage, the oral expression of the subjects showed obvious improvement. The occurrence of specific language disorder among preschool children aged 4-5 years was about 4.41%. The sensitivity of teachers＇ reports in assessing the specific language impairment was relatively high and the specificity of the standard test was high in determining the disorder. Conclusion The Revised Evaluation Scale for Preschool Children with Language Disorders （Taiwan version） can be applied to the preschool children aged 4-5 years in mainland China. The teacher＇s report is applicable for the screening of language development retardation and the direct standardized language test is appropriate for the diagnosis of this disorder.