PURPOSE This pilot study aimed to examine the effects of a caregiver-supported, narrative-based intervention program on the story retelling skills of a group of preschoolers who are deaf and hard of hearing (D/HH) using listening and spoken language (LSL). METHOD A concurrent multiple baseline design across participants was used to determine the effect of a narrative intervention on the story retelling skills of three preschool-age participants who demonstrated complex language delays. Their primary caregivers also functioned as participants. The 6-week narrative intervention program was implemented using a caregiver coaching model during individual therapy sessions. The dependent variable probes were administered twice per week across phases to assess the preschool participants' story retelling skills, including story grammar, complexity, and completeness. Social validity was also evaluated using a caregiver questionnaire. RESULTS A functional relation was demonstrated between the intervention and story retelling across all three preschool participants with notable increases in the inclusion of story grammar elements and episodic completeness. All three participants maintained scores above baseline levels on dependent variable probes across the 6-week maintenance period. Social validity was strong according to the results of a caregiver questionnaire completed at the conclusion of the intervention. CONCLUSION These findings offer preliminary support for the use of a caregiver-supported, narrative-based intervention program to improve storytelling and retelling skills in preschoolers who are D/HH using LSL.

中文翻译：

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使用听力和口语对失聪和听力困难的学龄前儿童进行叙事干预：试点研究。


目的 这项试点研究旨在检验护理人员支持的、基于叙述的干预计划对一群聋哑学龄前儿童使用听力和口语 (LSL) 复述故事技能的影响。方法 采用跨参与者的并行多基线设计来确定叙事干预对三名表现出复杂语言延迟的学龄前参与者的故事复述技能的影响。他们的主要照顾者也是参与者。为期 6 周的叙事干预计划是在个体治疗期间使用护理人员辅导模式实施的。因变量探究每周进行两次，分阶段进行，以评估学前班参与者的故事复述技能，包括故事语法、复杂性和完整性。还使用护理人员问卷评估了社会效度。结果 所有三名学龄前参与者的干预和故事重述之间都显示出功能关系，故事语法元素的纳入和情节完整性显着增加。在 6 周的维持期内，所有三名参与者的因变量探测得分均保持在基线水平以上。根据干预结束时完成的护理人员调查问卷的结果，社会效度很强。结论 这些发现为使用护理人员支持的、基于叙述的干预计划来提高使用 LSL 的 D/HH 学龄前儿童讲故事和复述技能提供了初步支持。