Relationship between Child Behavior and Early Language Interaction Quality

儿童行为与早期语言互动质量的关系

• 批准号: 10314694
• 负责人: Maura O'Fallon
• 金额: $ 3.67万
• 依托单位: TEMPLE UNIV OF THE COMMONWEALTH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10314694
• 关键词: Address; Adult; Age; Analysis of Covariance; Behavior; Behavioral; Books; Child; Child Behavior; Child Language; Clinical; Clinical Trials; Code; Communication; Competence; Cultural Diversity; Data; Development; Disease; Education; Environment; Future; Grant; Instruction; Intervention; Language; Language Development; Language Development Disorders; Language Disorders; Life; Link; Longevity; Measures; Mentorship; Modeling; National Institute on Deafness and Other Communication Disorders; Outcome; Parent-Child Relations; Parents; Play; Population; Populations at Risk; Postdoctoral Fellow; Problem behavior; Reporting; Research Personnel; Research Training; Risk; Role; Severities; Shapes; Social Functioning; Social Well-Being; Standardization; Taxus; Toy; Training; United States National Institutes of Health; Universities; Well in self; Work; adverse outcome; aged; career; clinical risk; clinically relevant; clinically significant; comorbidity; conduct problem; educational atmosphere; experience; experimental study; externalizing behavior; implementation science; improved; kindergarten; language comprehension; language outcome; peer; psychosocial; repair strategy; social; social communication; symposium; theories

Project Summary/Abstract Developmental language disorder (DLD) impacts approximately 7-10% of kindergarten-aged children (Norbury & Sonuga-Barke, 2017; Tomblin et al., 1997). Children with DLD may experience lifelong difficulties with language comprehension and use across contexts, such as social communication or academics (Bishop et al., 2017). Early language weaknesses are associated with adverse psychosocial outcomes later in life (Conti‐Ramsden et al., 2018; St Clair et al., 2011), as well as increased risk of conduct problems (Yew & O'Kearney, 2013). Similar to DLD, behavioral challenges early in life tend to be stable across development (Huesmann et al., 2009) and impinge on academic and social functioning (Gifford-Smith & Brownell, 2003; Kremer et al., 2016). Longitudinal data suggest that children's language plays a causal role in shaping their behavioral profiles across development (Bornstein et al., 2013; Petersen & LeBeau, 2020). However, the impact of child behavior on early interaction quality remains unexplored. This is problematic given that developmental theory (Bronfenbrenner & Morris, 2007) and empirical data (Fuchs et al., 2013; Muris et al., 2003) suggest that children's behavior may influence early parent-child interaction quality. The quality of early parent-child interactions is an important determinant of later child language ability (Hirsh-Pasek et al., 2015). Thus, the influence of child behavior on early interaction quality may be clinically relevant for language outcomes. The lack of data related to the impact of behavior on early interaction quality represents a critical gap in the evidence for early language interventions. The proposed project seeks to address this gap in the evidence by determining, within children at risk for persistent DLD between the ages of 2;6 – 4;0 (years;months), the impact of children's behavioral profiles on their communicative responsiveness during a naturalistic parent-child interaction (Aim 1). This project will also examine how children's behavior impacts their participation in an interaction across three contexts (Aim 2). Finally, this project will explore parent use of communication repair strategies during interactions with children who have typically developing or disordered language (Aim 3). These data will clarify the relationship between child behavior and early interaction quality within a population at risk for persistent DLD and will point to future research questions. This training grant will prepare the applicant for a future career as an independent researcher studying early language interventions. Through its inclusion of clinical trial instruction, advanced statistical training, as well as consideration of multicultural competence and implementation science, the proposed training plan will prepare the applicant for post-doctoral work. This plan also includes attending relevant conferences, which will support dissemination of findings and networking with potential collaborators. The mentorship team, along with a supportive and well-equipped environment at Temple University, will facilitate the successful completion of the proposed research and training aims.

项目摘要/摘要 发育性语言障碍(DLD)影响着大约7%-10%的幼儿园儿童 (Norbury&Sonuga-Barke，2017；Tomblin等人，1997)。患有DLD的儿童可能经历终生困难 具有跨语境的语言理解和使用能力，如社交或学术(毕晓普 等人，2017年)。早期语言缺陷与晚年的不良心理社会后果有关 (Conti-Ramsden等人，2018年；St Clair等人，2011年)，以及行为问题风险增加(Yew& 奥科尔尼，2013)。与DLD类似，生命早期的行为挑战在整个发育过程中往往是稳定的 (Huesmann等人，2009)和对学术和社会功能的影响(Gifford-Smith&Brownell，2003； Kremer等人，2016)。纵向数据表明，儿童的语言在塑造他们的语言能力方面起着因果作用 整个发展阶段的行为特征(Bornstein等人，2013；Petersen&LeBeau，2020)。然而， 儿童行为对早期互动质量的影响尚不清楚。这是有问题的，因为 发展理论(Bronfenbrenner&Morris，2007)和经验数据(Fuchs等人，2013；Muris等人， 2003)表明，儿童的行为可能影响早期的亲子互动质量。早期的质量 亲子互动是未来儿童语言能力的重要决定因素(Hirsh-Pasek等人，2015)。 因此，儿童行为对早期互动质量的影响可能与语言有关 结果。缺乏与行为对早期交互质量的影响相关的数据是一个关键 早期语言干预的证据存在差距。 拟议的项目试图通过确定处于危险中的儿童内部的证据来解决这一差距 对于2岁；6-4岁；0岁(岁；月)的持续性DLD，儿童的行为特征对 他们在自然亲子互动中的沟通反应能力(目标1)。该项目还将 研究儿童的行为如何影响他们在三种情境下参与互动(目标2)。 最后，本项目将探索父母在与孩子互动过程中对沟通修复策略的使用 典型的语言发育障碍者(目标3)。这些数据将澄清两者之间的关系 儿童行为和早期互动质量在有持续DLD风险的人群中，并将指向未来 研究问题。 这笔培训补助金将为申请者未来的职业生涯做好准备，成为一名独立的研究人员 早期语言干预。通过纳入临床试验指导、高级统计培训，如 以及对多文化能力和实施科学的考虑，拟议的培训计划将 为申请者从事博士后工作做好准备。该计划还包括出席相关会议，这将 支持研究结果的传播和与潜在合作者的联系。导师团队，以及 天普大学一个支持性和设备齐全的环境，将有助于成功完成 建议的研究和培训目标。