Language Development and Social Interaction in Children with Hearing Loss

听力损失儿童的语言发展和社交互动

• 批准号: 10335271
• 负责人: DANIEL S MESSINGER
• 金额: $ 29.62万
• 依托单位: UNIVERSITY OF MIAMI CORAL GABLES
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-02-01 至 2026-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10335271
• 关键词: 2 year old; 3 year old; 4 year old; Affect; Age; Age-Months; Behavior; Behavioral; Biological Assay; Child; Child Development; Child Language; Cochlear Implants; Cochlear implant procedure; Competence; Complex; Computer Models; Data; Development; Developmental Process; Early Intervention; Enrollment; Exposure to; Fertile Period; Growth; Hearing; Hearing Aids; Impairment; Individual; Individual Differences; Intervention; Language; Language Delays; Language Development; Life; Location; Measurement; Measures; Mediating; Modeling; Movement; Nursery Schools; Oral; Participant; Pattern; Physics; Positioning Attribute; Process; Quality of life; Reproducibility; Role; Sampling; Schools; Severities; Social Development; Social Interaction; Socioeconomic Status; Speech; Speech Development; Standardization; Statistical Models; Testing; Time; Veins; automated analysis; base; biological sex; cohort; cost; data de-identification; deafness; design; hearing impairment; improved; indexing; innovation; multilevel analysis; peer; scaffold; social; social contact; social relationships; societal costs; teacher; temporal measurement; tool; vocalization

Project Summary This project uses objectively measured, longitudinal data to capture the vocal interactions of children with hearing loss in order to understand everyday factors that facilitate their language development. Significance. Hearing loss (HL) is associated with delays and difficulties in social and language development. Even with cochlear implantation (CI), HL is a life-altering condition with high social costs. Inclusion of children with HL and typically hearing (TH) peers in preschool classrooms is a national standard, but little is known about how early interaction contributes to the language development of these children. The project premise, supported by preliminary data, holds that language-mediated interactions with peers and teachers in inclusive classrooms positively influences the language development of both children with HL and their TH peers. Innovation. Temporally intensive, objective measurements of child and teacher movement in classrooms will be synchronized with automated analysis of continuously recorded, child-specific audio recordings. Computational modeling of child location and orientation within classrooms will indicate when children are in social contact with their peers and teachers, fertile periods for language-mediated interaction. Approach. Participants will include 125 children (55 with hearing loss who have cochlear implants or hearing aids, and 70 with typical hearing) who are enrolled in three inclusive oral language classrooms. Children will be observed longitudinally in an early preschool (2-year-old), preschool (3-year-old), and pre-kindergarten (4-year-old) classes. Each class will be observed once per year over the 5 year project. (15 unique classes). Objective measurements of social contact and language use occur twice a month while standardized assessments of receptive/expressive language competencies occur at the beginning and end of the school year. Aim 1. Determine whether exposure to partner speech during periods of social contact longitudinally predicts speech to those partners during social contact. Overall, higher levels of socially mediated exposure to peer and teacher speech are hypothesized to predict higher speech to those partners. Socially mediated exposure to more vocally responsive partner speech and more phonemically complex speech is hypothesized to yield higher rates of more phonemically complex child speech. Aim 2. Determine the longitudinal influence of speech to partners during social contact on the development of children's language competencies. Children's speech to peers and teachers—particularly more phonemically complex speech—is hypothesized to be associated with increases in their assessed language competencies. Aim 3. Determine whether hearing loss directly or indirectly impacts the longitudinal development of speech to partners during social contact and assessed language competencies. In addition to testing for differences between children with HL and TH, Aim 3 explores whether associations between socially mediated vocal interactions and the development of language competencies differs among children with HL on the basis of factors such as hearing age (time since augmented hearing). Aim 3 also explores the role of other individual differences such as biological sex and SES indices on patterns of interactive speech with partners and assessed language competencies. Rigor and reproducibility will be enhanced by the use of objective measurement, data-driven computational models, and dissemination of study tools and de-identified data.

项目概要 该项目使用客观测量的纵向数据来捕捉听力损失儿童的声音互动 以了解促进语言发展的日常因素。意义。听力损失 (HL) 是 与社交和语言发展的延迟和困难有关。即使进行人工耳蜗植入 (CI)，HL 也是一种 改变生活的状况，社会成本高昂。将 HL 儿童和正常听力 (TH) 同龄人纳入学前班 课堂教学是一项国家标准，但人们对早期互动如何促进语言发展知之甚少 这些孩子。该项目前提由初步数据支持，认为以语言为媒介的互动 包容性课堂中的同伴和老师对 HL 和 HL 儿童的语言发展产生积极影响 他们的 TH 同行。创新。对教室中儿童和教师的活动进行时间密集、客观的测量 将与连续录制的儿童特定音频录音的自动分析同步。计算型 对儿童在教室中的位置和方向进行建模将表明儿童何时与他们的孩子进行社交接触 同伴和老师，以语言为媒介的互动的肥沃时期。方法。参与者将包括 125 名儿童（55 患有听力损失并植入人工耳蜗或助听器的人，以及 70 名具有正常听力的人）参加了三项计划 包容性口语课堂。儿童将在早期学前班（2岁）、学前班 （3岁）、学前班（4岁）。在为期 5 年的项目中，每个班级每年都会被观察一次。 （15 个独特的类别）。社会接触和语言使用的客观测量每月进行两次，同时标准化 接受/表达语言能力的评估在学年开始和结束时进行。目标1。 确定在社交接触期间接触伴侣言语是否可以纵向预测对那些人的言语 社交过程中的伙伴。总体而言，通过社交媒体接触同伴和老师的言论的程度更高 假设可以预测对这些合作伙伴的更高言论。通过社交媒体接触到声音反应更灵敏的伴侣 假设语音和更复杂的语音会产生更高比例的语音更复杂的孩子 演讲。目标 2. 确定社交接触过程中对伴侣的言语对发展的纵向影响 儿童的语言能力。儿童对同龄人和老师的讲话——尤其是语音上更复杂的 言语——被假设与他们评估的语言能力的提高有关。目标 3. 确定 听力损失是否直接或间接影响社交过程中向伴侣言语的纵向发展 接触并评估语言能力。除了测试 HL 和 TH 儿童之间的差异之外， 目标 3 探讨社交介导的声音互动与语言发展之间是否存在关联 HL 儿童的能力因听力年龄（增强听力后的时间）等因素而有所不同。 目标 3 还探讨了其他个体差异（例如生物性别和 SES 指数）对性行为模式的影响。 与合作伙伴进行互动演讲并评估语言能力。严谨性和可重复性将通过 使用客观测量、数据驱动的计算模型以及传播研究工具和去识别化数据。