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

摘要 早期语言能力差的儿童面临学业、社会、职业和健康挑战的风险 在整个生命周期中（Botting & Conti-Ramsden，2008; Conti-Ramsden，Durkin，Toseeb，Botting，& Pickles， 2017; Norbury & Sonuga-Barke，2017; Pace，Alper，Burchinal，Golinkoff，& Hirsh-Pasek，2019）。这个风险 其中包括大约160万患有原发性发育性语言障碍的五岁以下儿童 (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; U.S. Census Bureau，2017 b; Xu，Strathearn，Liu，& Bao，2018）.家长实施 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。但这些 干预措施在结果上产生很大的个体差异，可扩展性有限（Roberts & Kaiser，2011）。 可变的干预效果可能是由许多因素造成的，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），和语言障碍的潜在遗传成分（Bishop，2009），已经有 很少或根本没有探索这些父母层面的因素在早期语言互动和干预中的作用。 该项目将解决证据中的这一关键差距。家长的语言能力将在 亲子语言互动的质量（Aim 1）。此外，本研究将探讨 父母的行为意识是否预测了他们在短暂培训后的可改变性（目标2）。最后，预测因素 的早期语言互动质量和可修改性将比较典型的发展 儿童、原发性DLD儿童和ASD+DLD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， 为父母提供支架。DLD和ASD+DLD组之间的差异可能会导致疾病- 具体的干预建议。行为数据将从三组父母-孩子中收集 二元组-原发性DLD儿童（目标1、2和3）、ASD+DLD儿童（目标3）和年龄匹配的对照组 (Aim 1、2和3）。将进行组间和组内分析，以探索父母- 水平因素，亲子互动的质量，以及父母培训后的父母可修改性。 这些目标将支持长期职业发展目标，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，对高危儿童的健康结果进行评估。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， 具体的疾病组，和3）分析多水平和纵向数据。职业发展需要 在R1大学的地方，从一个有成就的，跨学科的导师团队的支持。

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.