Improving Language and Literacy Outcomes for Kindergarten Children with Language Impairment:A Behavior Regulation Intervention

改善有语言障碍的幼儿园儿童的语言和读写能力结果：行为调节干预

• 批准号: 9811700
• 负责人: Mary Beth Schmitt
• 金额: $ 2.16万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9811700
• 关键词: Improving; Language; Literacy; Outcomes; Kindergarten

Project Summary/Abstract The primary aim of this study is to determine the feasibility of an intervention for improving the behavior regulation skills of kindergarten children with language impairment (LI). Behavior regulation refers to a child's ability to attend to a task or activity, remember the rules and directions of that task, and inhibit their preferred actions or desires in favor of the expectations for the current task. This topic is significant as children with LI tend to have weaker behavior regulation skills than their typically-developing peers, and strong behavior regulation skills have been linked to improved language and literacy outcomes. As reported in a sparse corpus of intervention studies, researchers have identified behavior regulation as a malleable construct and that children who receive behavior regulation interventions show gains not only in their behavior regulation abilities, but also in their language and literacy outcomes. However, these studies addressed behavior regulation for typically-developing and at-risk children alone and were embedded within the regular classroom curriculum, making it difficult to isolate the unique contribution of behavior regulation on outcomes for children with LI. Therefore, the proposed study has the primary aim of assessing the feasibility of a behavior regulation for kindergarten children with LI and improves upon the existing intervention literature by 1) conducting the intervention in a pull-out setting rather than in a classroom curriculum, 2) utilizing a clinically-identified sample of kindergarten children with LI currently receiving language therapy in the public schools, and 3) utilizing an innovative battery of assessment measures across study constructs to fully capture change in children’s skills. Two research aims are addressed in the current study: 1) Evaluate the feasibility of a behavior regulation intervention which promotes the attention, memory, and inhibitory control of kindergarten children with LI, and 2) Evaluate the mediation and moderation effects of improved attention, memory, and inhibitory control on the language and literacy outcomes of kindergarten children with LI receiving language therapy in the public schools. A pre-test/post-test design will be used in which kindergarten children with LI (N = 72) will be randomly assigned to a treatment group (behavior regulation intervention) or a control group (fine motor learning). The treatment group will engage in two, 30- minute sessions each week for 8 consecutive weeks. During these sessions, children will receive explicit instruction in attention, memory, and inhibitory control in the context of child-appropriate games and activities (e.g., Simon Says). Children in the control group will also engage in two, 30-minute sessions each week for 8 consecutive weeks; however, their time will be spent in fine motor activities (e.g., tracing, lacing) not related to the outcomes of the study. Children's behavior regulation, language, and literacy will be assessed prior to and following intervention to determine the feasibility of this intervention at improving children's direct (attention, memory, inhibitory control) and indirect (language and literacy) outcomes.

项目概要/摘要 本研究的主要目的是确定干预措施的可行性 用语言提高幼儿园幼儿的行为调节能力 损伤（LI）。行为调节是指孩子专注于某项任务或 活动，记住该任务的规则和方向，并抑制他们的偏好 有利于对当前任务的期望的行动或愿望。这个话题是 意义重大，因为患有 LI 的儿童往往比正常儿童的行为调节技能更弱 典型发展的同龄人以及强大的行为调节技能与 改善语言和读写能力。 正如在稀疏的干预研究中所报道的那样，研究人员已经 将行为调节视为一种可塑的结构，并且接受的儿童 行为调节干预措施不仅在行为调节方面显示出收益 能力，还在于他们的语言和读写能力。然而，这些研究 解决了对典型发育和高危儿童的行为规范，以及 被嵌入到常规课堂课程中，因此很难将 行为调节对 LI 儿童结局的独特贡献。所以， 拟议研究的主要目的是评估行为的可行性 针对幼儿园儿童 LI 的监管并改进现有干预措施 文献通过1）在抽离环境中进行干预而不是在 课堂课程，2) 利用经过临床鉴定的幼儿园儿童样本 LI 目前在公立学校接受语言治疗，并且 3) 利用 跨研究结构的一系列创新评估措施，以充分捕捉 孩子技能的改变。当前的研究解决了两个研究目标：1) 评估促进行为调节干预的可行性 患有 LI 的幼儿园儿童的注意力、记忆力和抑制控制能力，2) 评估注意力、记忆力和记忆力改善的中介和调节作用 对幼儿园 LI 儿童语言和读写能力结果的抑制控制 在公立学校接受语言治疗。 将采用前测试/后测试设计，其中患有 LI 的幼儿园儿童（N = 72）将被随机分配到治疗组（行为调节干预） 或对照组（精细运动学习）。治疗组将进行两项、30- 每周一分钟的课程，连续 8 周。在这些课程中，孩子们 将在上下文中接受关于注意力、记忆力和抑制控制的明确指导 适合儿童的游戏和活动（例如，西蒙说）。儿童处于控制之中 小组还将连续 8 周每周进行两次 30 分钟的课程； 然而，他们的时间将花在不相关的精细运动活动（例如追踪、系带）上 到研究结果。儿童的行为规范、语言和识字能力将受到影响 在干预之前和之后进行评估，以确定该措施的可行性 改善儿童直接（注意力、记忆力、抑制控制）和 间接（语言和读写能力）结果。