Early Communication Intervention for Toddlers with Hearing Loss

听力损失幼儿的早期沟通干预

• 批准号: 10349552
• 负责人: Megan Y Roberts
• 金额: $ 65.61万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-03-01 至 2024-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10349552
• 关键词: Age-Months; Area; Attention; Behavior; Behavioral Research; Bilateral Hearing Loss; Characteristics; Child; Child Behavior; Child Development; Communication; Control Groups; Correlation Studies; Disease; Early Intervention; Educational process of instructing; Enrollment; Gestures; Goals; Growth; Hearing; Hour; Infant; Intervention; Intervention Studies; Language; Language Delays; Language Development; Linguistics; Measures; Mediating; Mediator of activation protein; Mission; National Institute on Deafness and Other Communication Disorders; Outcome; Parents; Pilot Projects; Process; Public Health; Randomized; Randomized Clinical Trials; Research; Testing; Toddler; Training; Visual; Vocabulary; autistic children; childhood hearing loss; experience; follow-up; group intervention; hearing impairment; improved; insight; intervention effect; language outcome; peer; response; skills; social; vocalization

PROJECT SUMMARY While children with hearing (HL) are experiencing greater gains in spoken language than ever before, considerable variability exists and many children with HL continue to have poorer language skills than their hearing peers. Critical to reducing this variability is the identification of: (a) effective early communication interventions for children with HL and (b) child and parent characteristics that influence intervention outcomes (moderators and mediators). However, to date, only the pilot study for this proposed study has directly examined the effects of an early communication intervention for children with HL within the context of a randomized clinical trial. The overarching goals of the proposed study are to: (a) evaluate the effects of teaching parents to use communication support strategies on child communication outcomes and (b) examine parent and child characteristics that moderate and mediate intervention outcomes. The central hypothesis is that systematic parent training will result in greater parental use of communication support strategies, greater child prelinguistic behaviors, and greater child spoken language outcomes. The specific aims include: (a) comparing parent use of communication support strategies and child prelinguistic outcomes between intervention and control groups during and immediately following intervention, (b) examining parent (communicative insightfulness) and child (sensitivity to social contingency; attention to spoken language) moderators of intervention outcomes; (c) comparing parent use of communication support strategies and child spoken language outcomes between intervention and control groups after intervention (from 18 and 36 months of age); and (d) examining parent (use of communication support strategies) and child (prelinguistic skills) mediators of intervention outcomes. The proposed study will enroll 96 children with mild to profound bilateral hearing loss. Children will enroll in the study around 12 months of age and will be randomly assigned to either a parent-implemented communication intervention (PICT) or a control group. Children in both groups will be assessed: (a) at 12 months of age (immediately before intervention), (b) at 18 months of age (immediately after intervention), and (c) at 36 months of age (18 months after the end of intervention). Children in the intervention group will receive weekly, 1-hour intervention sessions for 6-months that: (a) are delivered during an important prelinguistic period of language development, (b) incorporate visual, interactive, responsive, and linguistically stimulating communication support strategies that are associated with stronger language skills in children with HL, and (c) include systematic parent training found to be effective in teaching parents to use communication support skills in children with language delays. The proposed research is significant because effective early communication intervention is likely to reduce persistent language delays in children with HL, thereby advancing the field of childhood hearing loss, where there is a striking paucity of rigorous communication intervention research.

项目总结 虽然听力障碍(HL)儿童在口语方面的进步比以往任何时候都要大， 存在着相当大的变异性，许多患有HL的儿童的语言技能继续低于他们的 倾听同伴的声音。减少这种可变性的关键是确定：(A)有效的早期沟通 (B)影响干预结果的儿童和父母特征 (主持人和调解人)。然而，到目前为止，只有这项拟议研究的试点研究直接 研究了早期沟通干预对HL儿童的影响 随机临床试验。拟议研究的总体目标是：(A)评价 教育父母使用沟通支持策略来影响孩子的沟通结果，并(B)审查 父母和孩子的特点，温和和调解干预结果。中心假设是 系统的父母培训将导致父母更多地使用沟通支持策略， 儿童的语言前行为，以及更大的儿童口语结果。具体目标包括：(A) 父母对沟通支持策略的使用和儿童语言前结果的比较 干预期间和干预后立即的干预组和对照组，(B)检查父母 (交际洞察力)和儿童(对社会突发事件的敏感度；注意口语) 干预结果的调节因素；(C)比较父母和孩子对沟通支持策略的使用 干预后(从18个月到36个月)干预组和对照组的口语结果 (D)检查父母(使用沟通支持策略)和儿童(语言前技能) 干预结果的调解人。这项拟议的研究将招收96名患有轻度至重度双边疾病的儿童。 听力损失。儿童将在12个月左右登记参加这项研究，并将被随机分配到 父母实施的沟通干预(PICT)或对照组。两组的孩子都将是 评估：(A)12个月时(紧接干预前)，(B)18个月时(紧接干预后 (C)在36个月龄时(干预结束后18个月)。干预中的儿童 小组将接受为期6个月的每周1小时的干预会议：(A)在重要的 语言发展的语言前阶段，(B)将视觉、互动、反应和语言结合起来 激励性沟通支持策略与儿童更强的语言技能相关 (C)包括经证实可有效教导家长使用沟通技巧的系统家长培训 语言障碍儿童的支持技能。拟议的研究具有重要意义，因为早期有效 沟通干预可能会减少HL儿童的持续性语言延迟，从而 在儿童听力损失领域取得进展，在那里，严格的沟通明显缺乏 干预研究。