Abstract: This paper explores the establishment of a "Language-Social Communication-Cognition" three-dimensional model for children′s language assessment and intervention, grounded in the clinical reasoning framework for broadly defined language disorders.First, it lists the common language and communication issues in children with neurodevelopmental disorders and outlines evidence-based early language intervention approaches that align with this three-dimensional model.As children enter the preschool and school-age years, this model aids in the differential diagnosis process by analyzing the distinct root causes of language disorders, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and intellectual disability.Neither early language intervention approaches nor linear language intervention processes are effective in advancing the critical skills these children need for academic learning and social participation.This paper emphasizes the crucial role of "Theory of Mind" ability within the three-dimensional model during this stage and dedicates a section to its detailed elaboration.Finally, the paper proposes a narrative-based language intervention system that implements the "Language-Social Communication-Cognition" model in practice, with three dimensions advancing together and synergistically, and explains its evidence-based foundation and clinical procedures.

Key words: broadly defined language disorders, neurodevelopmental disorders, clinical reasoning framework, language intervention model, differential diagnosis, Theory of Mind, narrative, language therapy

摘要： 探讨基于广义语言障碍临床思考框架建立的“语言-社交沟通-认知”三维度儿童语言评估与干预模式。首先,梳理神经发育性障碍儿童的常见语言与沟通问题,列举了符合三维度模式的循证早期语言干预体系。随着儿童进入学龄前期和学龄期,在鉴别诊断的过程中通过此模型分析出语言障碍、孤独症谱系障碍、注意缺陷多动障碍、智力障碍等不同根源问题。早期语言干预体系和单线的语言干预流程都不能有效推进儿童在学校学习和社交所需的关键技能。本文强调了三维模型中的“心智解读”(Theory of Mind)能力在这一阶段的重要作用,并专设章节进行详细阐述。最后,提出了将“语言-社交沟通-认知”三维度模式落实于实践的基于叙事的,三个维度协同推进的语言干预体系,并阐述了其循证基础和临床流程。

关键词: 广义语言障碍, 神经发育性障碍, 临床思考框架, 语言干预模式, 鉴别诊断, 心智解读, 叙事, 语言训练