ABSTRACT This study designed and evaluated the efficacy of a manualised programme for children in mainstream school with delays in narrative discourse. Efficacy was evaluated using a Phase 1 non-randomised single-subject across multiple-baselines design. The programme was delivered by a speech pathologist with 11 mainstream children aged 5;0–5;11 years, in small groups, three times a week for 6 weeks. Intervention focused on explicit teaching of narrative macrostructure using icons, graphic organisers and repeated story retellings. Microstructure (morphosyntax and vocabulary) was targeted using implicit language facilitation procedures including modelling, recasting, expansion and vertical structuring. Participation in the programme resulted in significant changes with moderate to large effect sizes for most participants in the number of macrostructure elements, and conjunctions and adverbs. Analysis of pre-post standardised narrative data revealed clinically significant improvements for 9 of the 11 participants. The findings add to the research supporting the effectiveness of small-group oral narrative intervention.

中文翻译：

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评估在主流学校环境中对有叙事困难的学前儿童进行小组口头叙事干预计划的效果

摘要 本研究设计并评估了针对主流学校儿童叙述性话语延迟的手动程序的有效性。使用跨多基线设计的第 1 阶段非随机单一受试者评估疗效。该计划由语言病理学家与 11 名 5;0-5;11 岁的主流儿童以小组形式进行，每周 3 次，持续 6 周。干预的重点是使用图标、图形组织者和重复的故事复述对叙事宏观结构进行显式教学。微观结构（形态句法和词汇）的目标是使用隐式语言促进程序，包括建模、重铸、扩展和垂直结构化。参与该计划后，大多数参与者在宏观结构元素、连词和副词的数量上产生了中到大的影响大小的显着变化。对前后标准化叙述数据的分析揭示了 11 名参与者中有 9 名的临床显着改善。这些发现增加了支持小组口头叙事干预有效性的研究。