漸進式語音知覺訓練對發展型語言障礙兒童的介入成效

本研究目的欲探討漸進式語音知覺訓練對於華語發展型語言障礙兒童的介入成效，並進一步區分為語音知覺、認知負荷、整體語言表現三面向，以了解訓練是否存在廣泛性的介入效果。研究共納入 5 位 8 至 10 歲學齡發展型語言障礙兒童，以進行經過聲學線索處理的最小語音對比訓練。其中，語音間的重要聲學差異會逐步縮減，作為辨識困難度階層。此外，兒童會以電腦遊戲形式在家中或學校進行 7-8 節的訓練。本研究會根據前後測以及訓練表現進行資料處理與分析。結果顯示，漸進式語音知覺訓練能夠顯著提升發展型語言障礙兒童在目標聲學線索上的語音知覺表現；然而，在探討認知負荷與整體語言表現的測量中，相關任務的進步幅度則未達到統計顯著水準。整體而言，本次訓練能夠有效引導兒童關注語音當中的重要聲學線索，以達到促進特定語音類別處理的目標；另一方面，對於廣泛性的介入效果限制，則需要更進一步的討論，期望未來研究可以繼續發展以語音知覺為基礎的介入方向，進而應用於語言治療服務當中。

This study investigated the effectiveness of progressive speech perception training in Mandarin-speaking children with developmental language disorder (DLD). To explore the potential for broader intervention effects, outcomes were examined across three domains: speech perception, cognitive load, and overall language performance.Five children with DLD, aged 8 to 10 years, participated in a minimal pair training program involving progressively modified acoustic stimuli. The training involved 7 to 8 sessions delivered via computer-based games, administered either at home or at school. Data from pre- and post-test assessments, along with training performance, were collected for further analysis.Results indicated that the progressive speech perception training significantly improved children’s ability to process targeted acoustic cues. In contrast, tasks assessing cognitive load and overall language performance did not show statistically significant gains.In summary, the training effectively enhanced children's attention to critical acoustic cues for phonetic processing, supporting its potential as a targeted intervention for speech perception deficits in DLD. However, limited generalization highlights the need for further research to optimize such interventions and integrate them into broader language therapy.