Exploring moderating role of home/classroom quality on language & behavior

探索家庭/课堂质量对语言的调节作用

• 批准号: 8449183
• 负责人: Cathy H Qi
• 金额: $ 17.4万
• 依托单位: UNIVERSITY OF NEW MEXICO
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-01 至 2015-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8449183
• 关键词: 4 year old; Address; Behavior; Behavioral; Child; Child Behavior; Child Development; Child Language; Clinical; Code; Data; Development; Disease; Early identification; Environment; Equation; Exhibits; Family; General Population; Head Start Program; Hispanics; Home environment; Intervention; Language; Language Delays; Language Development; Language Tests; Lead; Learning; Life; Link; Literature; Low income; Measurement; Measures; Methods; Modeling; Mothers; Parents; Pathologist; Poverty; Preschool Child; Prevention program; Preventive Intervention; Problem behavior; Protocols documentation; Psychiatrist; Psychologist; Public Health; Questionnaires; Reporting; Research; Risk; Risk Factors; Role; Services; Social Work; Special Education; Speech; System; Testing; Time; aged; behavior measurement; behavior rating scale; cost; depressive symptoms; improved; innovation; insight; intervention program; longitudinal design; low socioeconomic status; maternal depression; peer; programs; psychologic; resilience; screening; skills; social; social skills; teacher; theories

DESCRIPTION (provided by applicant): Children from low-income families are at heightened risk for developing language delays, poor social skills, and behavior problems. Early identification of the potential factors that may contribute to children's behavior problems and poor social skills is critical so that effective strategies for prevention and intervention can be provided. Few studies have explored the potential moderating effects of maternal depressive symptoms, home, and classroom environments on the relationship between child language and behavior. The proposed study represents the first attempt to use a longitudinal design and cutting edge observational methods to address this urgent public health problem. The Specific Aims are: (1) Determine whether children's early language abilities predict later trajectories of behavioral problems and poor social skills and whether the strength of this prediction differs for monolingual English-speaking children versus bilingual Hispanic children. (2) Determine whether English and Spanish language abilities predict behavior problems and social skills differentially for bilingual Hispanic children. (3) Determine the degree to which levels of home environment, classroom quality, and maternal depressive symptoms moderate the longitudinal relationships between children's language ability and their later behavior problems and social skills. Methods: Approximately 200 3- to 4-year-old children who attend Head Start and their mothers will participate in the study. English-speaking children's language skills will be assessed at T1, T2 (12 months later), and T3 (6 months later). Spanish-only speaking children will be assessed in Spanish on a standardized language test and a language screener at T1, and will be assessed in both Spanish and English at T2 and T3. Measures of children's behavior problems and social skills will be collected from teacher and parent reports at three time points. Each of the 200 children will be observed in their classrooms for 40 minutes at three time points with an innovative and comprehensive direct observational system. Mothers will complete a maternal depression scale and Home Screening Questionnaire at T1. Classroom quality will be assessed with Classroom Assessment Scoring System and the Classroom Code for Interactive Recording of Children's Learning Environment. Structural equation models will be used to demonstrate whether changes in children's early language abilities are linked strongly to behavioral trajectories over time and whether maternal depression and home and classroom qualities moderate the relationship between children's language and behavior. Significance: The successful completion of the aims will advance the theories regarding relationships of early language abilities to later behavior problems and to later social skills by providing new insights into protective and risk factors that may moderate these important relations. These theories and their important practical implications are utilized by special educators, speech/language pathologists, developmental psychologists, clinical psychologists, and psychiatrists.

描述（由申请人提供）：来自低收入家庭的儿童患语言发育迟缓、社交能力差和行为问题的风险更高。早期识别可能导致儿童行为问题和社会技能低下的潜在因素至关重要，以便提供有效的预防和干预策略。很少有研究探讨了母亲抑郁症状，家庭和课堂环境对儿童语言和行为之间的关系的潜在调节作用。这项拟议中的研究是首次尝试使用纵向设计和尖端观察方法来解决这一紧迫的公共卫生问题。具体目标是：（1）确定儿童的早期语言能力是否预测了后来的行为问题和社交能力差的轨迹，以及这种预测的强度是否在单语英语儿童与双语西班牙裔儿童之间存在差异。(2)确定英语和西班牙语能力是否预测双语西班牙裔儿童的行为问题和社会技能差异。(3)确定家庭环境、课堂质量和母亲抑郁症状的水平在多大程度上缓和了儿童的语言能力与他们后来的行为问题和社交技能之间的纵向关系。方法：大约200名参加Head Start的3至4岁儿童及其母亲将参加这项研究。讲英语的儿童的语言技能将在T1，T2（12个月后）和T3（6个月后）进行评估。只讲西班牙语的儿童将在T1接受标准化语言测试和语言筛选器的西班牙语评估，并将在T2和T3接受西班牙语和英语评估。在三个时间点，从老师和家长的报告中收集儿童行为问题和社会技能的测量结果。200名儿童中的每一个都将在三个时间点在他们的教室里被观察40分钟，这是一个创新和全面的直接观察系统。母亲将在T1时完成母亲抑郁量表和家庭筛查问卷。课堂质素将以课堂评核评分系统及儿童学习环境互动记录课堂守则进行评估。结构方程模型将被用来证明儿童早期语言能力的变化是否与随着时间的推移的行为轨迹密切相关，以及母亲的抑郁症和家庭和课堂质量是否会调节儿童语言和行为之间的关系。重要性：这些目标的成功完成将通过提供对可能调节这些重要关系的保护性和风险性因素的新见解，推进关于早期语言能力与后来的行为问题和后来的社会技能之间关系的理论。这些理论及其重要的实际意义被特殊教育工作者、言语/语言病理学家、发展心理学家、临床心理学家和精神病学家所利用。

项目成果

Language Skills, Behaviour Problems, and Classroom Emotional Support among Preschool Children from Low-income Families.

• DOI: 10.1080/03004430.2019.1570504
• 发表时间: 2020
• 期刊: Early child development and care
• 影响因子: 1.4
• 作者: Qi C;Zieher A;Van Horn ML;Bulotsky-Shearer R;Carta J
• 通讯作者: Carta J

Hierarchy and Reliability of the Preschool Language Scales-Fifth Edition: Mokken Scale Analysis.

学前语言量表的层次结构和可靠性 - 第五版：莫肯量表分析。

• DOI: 10.1044/2021_jslhr-21-00043
• 发表时间: 2021
• 期刊: Journal of speech, language, and hearing research : JSLHR
• 作者: Hsiao,Yu-Yu;Qi,CathyHuaqing;Hoy,Robert;Dale,PhilipS;Stump,GlendaS;Davison,MeganDunn;Xia,Yinglin
• 通讯作者: Xia,Yinglin