Family Processes in Developmental Outcomes of Pediatric Hearing Loss

儿童听力损失发育结果的家庭过程

• 批准号: 9979830
• 负责人: Rachael Frush Holt
• 金额: $ 58.67万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9979830
• 关键词: 8 year old; Address; Adopted; Affect; Age; Audiology; Auditory Perception; Behavior; Behavior Control; Caregivers; Child; Child Development; Child Rearing; Childhood; Clinical; Cochlear Implants; Cochlear implant procedure; Cognitive; Collaborations; Communication; Competence; Complex; Detection; Development; Devices; Discipline; Early Diagnosis; Early Intervention; Environment; Executive Dysfunction; Family; Family Characteristics; Family Process; Family dynamics; Floor; Foundations; Future; Growth; Hearing; Hearing Aids; Home environment; Individual; Individual Differences; Infant; Intervention; Intervention Studies; Knowledge; Language; Language Delays; Language Development; Language Disorders; Life; Linguistics; Link; Measures; Mediating; Medical; Modeling; Mothers; Neurocognitive; Nursery Schools; Outcome; Parent-Child Relations; Parents; Performance; Population; Questionnaires; Recording of previous events; Request for Applications; Research; Research Design; Research Personnel; Risk; Role; Schools; Science; Self Efficacy; Source; Speech; Speech Perception; Structure; System; Technology; Time; Work; base; childhood hearing loss; clinically significant; design; early childhood; educational atmosphere; elementary school; executive function; experience; family influence; hearing impairment; hearing loss risk; information processing; maternal stress; multidisciplinary; normal hearing; novel; programs; psychosocial; signal processing; skills; social; social cognitive theory; teacher; theories; trait

Project Summary/Abstract This revised application requests support for a new program of research on the influence of family processes on core developmental outcomes in children with hearing loss. Despite widely available technology to identify hearing loss as early as the first week of life and significant signal processing advancements in hearing aids and cochlear implants, enormous individual differences still remain in the degree to which children fully benefit from these medical interventions. A critical barrier to achieving optimal outcomes and developing new interventions is a lack of knowledge and understanding of the relevant contributing factors and mechanisms that affect variability in developmental outcomes in children with hearing loss. Extending the work on typically developing children and other clinical populations, emerging research suggests that a potent, yet ignored source of variance - the family environment - contributes to outcomes in children with hearing loss. However, the extent of these associations, their underlying developmental mechanisms, and how they differ from families of children with normal hearing are unknown. This significant knowledge gap will be addressed in the proposed study, which will use a multi-source (parent, child, and teacher), multi-trait (questionnaires, direct observation, and child and caregiver performance measures) longitudinal research design to measure 3- to 8-year-old normal-hearing and hearing-impaired children's spoken language and executive function development over two years and investigate the most relevant family factors in cognitive and linguistic development at the same time points to uncover the family mechanisms linking hearing loss risk to these core developmental outcomes. The specific aims of the proposed research are to: 1) identify differences in family environment and parenting factors in families of young children with different hearing histories; and 2) to uncover the developmental mechanisms through which family and parenting factors influence spoken language and executive function development in children with hearing loss in early childhood. Our findings will be significant for development of understanding and explaining the contributing role of hearing, speech perception and family dynamics in the children's development of language and executive function. Our findings also will be clinically significant by providing new, requisite, foundational knowledge that will guide the design of future intervention studies by identifying not only which family environment constructs are related to at-risk outcomes, but also their mechanisms of action. In future intervention studies, novel treatments that target known aspects of family environment responsible for protecting from or exacerbating cumulative risk to spoken language and executive function competence in children with hearing loss will fundamentally change current models of intervention for pediatric hearing loss.

项目总结/文摘

项目成果

Stop to Ask and Respond: Effects of a Small-Group Self-Questioning Intervention on Reading Comprehension Performance.

停下来提问和回应：小组自我提问干预对阅读理解表现的影响。

• 发表时间: 2019
• 期刊: Research and Practice in the Schools : The Official Journal of the Texas Association of School Psychologists
• 作者: Joseph,LauriceM;Alber-Morgan,Sheila;Amspaugh,LeighAnn;Ross,Kelsey;Helton,Maria;Konrad,Moira;Davenport,Carrie
• 通讯作者: Davenport,Carrie

Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention.

行为技能培训对教师实施阅读跑道干预的影响。

• DOI: 10.1353/etc.2019.0018
• 发表时间: 2019
• 期刊: Education & treatment of children
• 影响因子: 1
• 作者: Davenport,CarrieA;Alber-Morgan,SheilaR;Konrad,Moira
• 通讯作者: Konrad,Moira

Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners.

阅读赛马场对聋哑幼儿园学生视觉词习得的影响。

• DOI: 10.1093/deafed/eny038
• 发表时间: 2019
• 期刊: Journal of deaf studies and deaf education
• 影响因子: 2
• 作者: Davenport,CarrieA;Konrad,Moira;Alber-Morgan,SheilaR
• 通讯作者: Alber-Morgan,SheilaR

Associations Between Paternal Play and Executive Function in Deaf and Hard of Hearing Children.

聋哑儿童的父亲游戏与执行功能之间的关联。

• DOI: 10.1044/2022_jslhr-21-00661
• 发表时间: 2022
• 期刊: Journal of speech, language, and hearing research : JSLHR
• 作者: Blank,Andrew;Holt,RachaelFrush
• 通讯作者: Holt,RachaelFrush

Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners.

针对聋哑和听力障碍口语学习者的辅助听力技术。

• DOI: 10.3390/educsci9020153
• 发表时间: 2019
• 期刊: Education sciences
• 影响因子: 3
• 作者: Holt,RachaelFrush