Parent-Level Predictors of Early Language Interaction Quality and Intervention Outcomes

摘要 早期语言技能较差的儿童面临学业、社交、职业和健康方面的挑战 跨越寿命(Boting&Conti-Ramsden，2008；Conti-Ramsden，Durkin，Toseeb，Boting，&Pickles， 2017年；Norbury&Sonuga-Barke，2017；Pace，Alper，Burchinal，Golinkoff，&Hirsh-Pasek，2019)。这是一种风险 这一群体包括大约160万患有原发性发育性语言障碍的5岁以下儿童 (DLD)和300,500名患有DLD和自闭症谱系障碍的儿童(ASD DLD；Bishop，2010；Norbury& Sonuga-Barke，2017；美国人口普查局，2017b；Xu，Strathearn，Liu，&Bao，2018)。父级实施 早期语言干预是解决这一公共卫生问题的一个具有成本效益的选择。然而，这些 干预措施在结果上产生很大的个体差异和有限的可扩展性(Roberts&Kaiser，2011)。 可变的干预效果可能由许多因素造成，包括父母水平的差异 语言技能和行为意识。尽管父母之间的互动质量存在差异(Hirsh- Pasek等人，2015)，以及语言障碍的潜在可遗传成分(Bishop，2009)，已经存在 这些家长层面的因素在早期语言互动和干预中的作用很少或根本没有探索。 这个项目将解决证据中的这一关键差距。家长的语言技能将在#年进行考试 与亲子语言互动质量的关系(Aim1)。此外，本研究还将探索 父母的行为意识是否预示了他们在短暂培训后的适应性(目标2)。最后，预测因素 早期语言交互的质量和可修饰性将在二元式中与典型的发展中进行比较 儿童、患有原发DLD的儿童和患有ASD DLD的儿童(目标3)。这项研究计划的长期目标是 是通过扩大社会互动主义来提高干预有效性和改善儿童结局 架起父母的脚手架。DLD和ASD DLD组之间的差异可能会导致障碍- 具体的干预建议。行为数据将从三组亲子之间收集 双亲--患有初级DLD的儿童(目标1、2和3)、患有ASD DLD的儿童(目标3)和年龄匹配的对照组 (目标1、2和3)。将进行组内和组内分析，以探索父母- 水平因素，亲子互动的质量，以及父母在父母培训后的修改能力。 这些目标将支持长期的职业发展目标，即提高语言、学术和 通过以家庭为中心的早期语言干预研究高危儿童的健康结果。三 还确定了职业发展的具体领域：1)审查个人层面的因素， 影响早期语言互动和干预结果，2)应用以家庭为中心的干预 3)多层次纵向数据分析。职业发展将需要 在卓有成效的跨学科指导团队的支持下，进入一所R1大学。

Abstract Children with poor early language skills are at risk for academic, social, vocational, and health challenges across the lifespan (Botting & Conti-Ramsden, 2008; Conti-Ramsden, Durkin, Toseeb, Botting, & Pickles, 2017; Norbury & Sonuga-Barke, 2017; Pace, Alper, Burchinal, Golinkoff, & Hirsh-Pasek, 2019). This at-risk group includes approximately 1.6 million children under five with primary developmental language disorder (DLD) and 300,500 children with DLD and an autism spectrum disorder (ASD+DLD; Bishop, 2010; Norbury & Sonuga-Barke, 2017; U.S. Census Bureau, 2017b; Xu, Strathearn, Liu, & Bao, 2018). Parent-implemented early language intervention is a cost-effective option to address this public health issue. However, these interventions yield large individual differences in outcomes and limited scalability (Roberts & Kaiser, 2011). Variable intervention effectiveness could result from many factors including parent-level differences in language skills and behavioral awareness. Despite differences in interaction quality across parents (Hirsh- Pasek et al., 2015), and potential heritable components of language disorder (Bishop, 2009), there has been little to no exploration of the role of these parent-level factors in early language interaction and intervention. This project will address this critical gap in the evidence. Parents' language skills will be examined in relationship to the quality of parent–child language interactions (Aim1). Furthermore, this research will explore whether parents' behavioral awareness predicts their modifiability after brief training (Aim 2). Finally, predictors of early language interaction quality and modifiability will be compared in dyads with typically developing children, children with primary DLD, and with ASD+DLD (Aim 3). The long-term goal of this research program is to increase intervention effectiveness and improve child outcomes by extending the social-interactionist framework to scaffold parents. Differences between the DLD and ASD+DLD groups could inform disorder- specific intervention recommendations. Behavioral data will be collected from three groups of parent-child dyads—children with primary DLD (Aim 1,2,&3), children with ASD+DLD (Aim 3), and age-matched controls (Aim 1,2,&3). Inter- and intra-group analyses will be conducted to explore the relationships between parent- level factors, the quality of parent–child interaction, and parent modifiability following parent training. These aims will support the long-term career development goal of improving the language, academic, and health outcomes of at-risk children through family-centered early language intervention research. Three specific areas of career development have also been identified: 1) examining individual-level factors that impact early language interaction and intervention outcomes, 2) applying family-centered intervention to specific disorder groups, and 3) analyzing multi-level and longitudinal data. The career development will take place at an R1 university with support from an accomplished, inter-disciplinary mentorship team.