Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, Story Champs (Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between Story Champs intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered Story Champs intervention for children with SLI.

中文翻译：

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针对有特定语言障碍的学龄儿童的个性化叙事干预。


目的 本研究通过评估标准治疗方案 Story Champs（Petersen & Spencer，2012）对患有特定语言障碍（SLI）的学龄儿童的个人叙事的影响，扩展了叙事干预的研究。方法 四名患有 SLI 的二年级 8 至 9 岁男孩参与了这项跨行为的多基线、单案例设计研究，该研究在参与者中重复进行。每个一对一的干预会议都涉及两个干预部分的八个步骤：故事重述和个人故事生成。干预专家提供了系统的支架（视觉和口头支持），这些支架在每次治疗中都会消失。根据基线中确定的每个参与者的需求，在干预周内按顺序针对每个参与者三个个性化的故事语法元素。在每周两次的课程开始时进行因变量探索（个人叙事生成），并根据 4 分评分标准（因变量）对个性化故事语法元素进行评分。结果 在这个单案例研究设计研究中，评估了每个参与者的功能关系（即跨三个故事语法元素复制效果）。在两名参与者中观察到 Story Champs 干预与因变量之间存在函数关系。结论 结果为单独实施 Story Champs 干预对 SLI 儿童的有效性提供了初步证据。