Identifying Caregiver Behaviors that Promote Spanish Development in Preschool-aged Emergent Bilinguals at Risk for Developmental Language Disorder

识别促进有发展性语言障碍风险的学龄前双语儿童西班牙语发展的看护者行为

• 批准号: 10650543
• 负责人: Sarah Surrain
• 金额: $ 13.07万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10650543
• 关键词: Address; Affect; Age; Award; Behavior; Books; Caregivers; Child; Child Language; Child Rearing; Code; Communication; Control Groups; Data; Data Set; Data Sources; Development; Effectiveness; English Language; Environment; Exposure to; Family; Family Relationship; Future; Home; Influentials; Intervention; Knowledge; Language; Language Development; Language Development Disorders; Language Disorders; Linguistics; Maintenance; Mediating; Mentors; Mothers; Nursery Schools; Outcome; Parents; Phase; Play; Population; Positioning Attribute; Predisposition; Prevalence; Research; Risk; Sampling; School-Age Population; Schools; Structure; Supportive care; Testing; Toy; Training; Translating; United States; Variant; Virginia; Work; behavior prediction; bilingualism; comparison control; early childhood; experience; innovation; insight; intervention effect; learning strategy; novel strategies; prevent; programs; randomized, clinical trials; research faculty; response; service providers; skills

PROJECT SUMMARY/ABSTRACT Emergent Bilingual (EB) children of Spanish-dominant caregivers represent a large and growing proportion of the school-aged United States population. For EBs, developing proficiency in the language used by caregivers at home is foundational to supportive family relationships and later school outcomes, yet research has shown declines in EBs’ home language proficiency after school entry (Castilla-Earls et al., 2019; Jackson et al., 2014). A particularly vulnerable subset of EBs are those with Developmental Language Disorder (DLD), which is characterized by low language skills despite otherwise normal development and occurs in about 7% of children. Given the scarcity of bilingual service providers, caregiver-delivered language interventions are a practical and promising approach to preventing and treating DLD in the home language. Yet little is known about the specific caregiver behaviors that sustain home language development in EBs with or at-risk for DLD in preschool (age 3-5), a period when overall exposure to English increases. This project addresses this critical gap while supporting the candidate’s transition to independence through training in child language disorders, parenting interventions, and novel approaches to using bilingual daylong recordings. By leveraging observational language data from two large-scale randomized clinical trials (RCTs) of a parent-coaching program called Play and Learning Strategies (PALS; Landry et al., 2008) the current project will identify caregiver behaviors specific to bilingual contexts that contribute to preschool-aged EBs’ home language use and skills. During the mentored K99 phase, using existing data from a completed RCT, Aim 1 will determine the impact of PALS on targeted caregiver behaviors (e.g., contingent responsiveness) and child Spanish outcomes with the subset of parents who received coaching in Spanish (T=71, C=70). Aim 2 will recode video observations from this dataset to identify home-language supportive behaviors (e.g., caregivers Spanish use, responses to child English use) that predict children’s later Spanish proficiency (n=141). Next, new daylong recordings (n=160) will be collected alongside an ongoing PALS RCT tailored for Spanish-English EBs at risk for DLD (risk determined via Spanish and English language screeners at preschool entry). During the independent R00 phase, Aim 3 will determine 1) whether home-language supportive behaviors captured in daylong recordings predict child Spanish outcomes and 2) whether PALS coaching leads to changes in these behaviors, which in turn explain child Spanish outcomes. By capturing spontaneous language-rich interactions that occur throughout the day with different conversation partners in the context of a larger ongoing RCT, this project promises to generate new insights into the conditions and caregiver behaviors that support bilingual development in EBs with DLD and inform culturally and linguistically-sustaining interventions. This award also provides critical training that builds on the candidate’s background in bilingual language development and positions her to launch an independent research program focused on the intersection of bilingualism and language difficulties in preschool-aged children.

项目总结/摘要 西班牙语占主导地位的照顾者的紧急双语（EB）儿童占很大比例， 美国学龄人口。对于EB，提高护理人员使用的语言的熟练程度 在家里是支持家庭关系和后来的学校成果的基础，但研究表明， 入学后EB的家庭语言能力下降（Castilla-Earls等人，2019;杰克逊等人，2014年）。 一个特别脆弱的EB子集是那些患有发育性语言障碍（DLD）的人， 以语言能力低为特征，尽管其他方面正常发展，约7%的儿童发生。 鉴于双语服务提供者的稀缺性，双语服务提供者提供的语言干预措施是一种切实可行的， 用母语预防和治疗DLD的有希望的方法。然而，人们对具体的 在学龄前患有DLD或有DLD风险的EB中维持家庭语言发展的照顾者行为（年龄 3 - 5），这是一个整体接触英语增加的时期。该项目解决了这一关键差距， 支持候选人的过渡到独立，通过培训儿童语言障碍，育儿 干预措施，以及使用双语全天录音的新方法。通过利用观察性语言 来自两个大规模随机临床试验（RCT）的数据，一个名为Play的父母指导计划， 学习策略（帕尔斯;兰德里等人，2008）目前的项目将确定照顾者的行为， 双语环境，有助于学龄前儿童的家庭语言使用和技能。在指导期间， K99阶段，使用已完成RCT的现有数据，目标1将确定帕尔斯对靶向 看护者行为（例如，条件反应）和父母子集的儿童西班牙语结果 接受西班牙语辅导的儿童（T = 71，C = 70）。Aim 2将从该数据集中重新编码视频观测， 识别家庭语言支持行为（例如，照顾者西班牙语使用，对儿童英语使用的反应）， 预测儿童以后的西班牙语水平（n = 141）。接下来，将收集新的全天记录（n = 160） 与正在进行的针对有DLD风险的西班牙-英国EB的帕尔斯RCT（通过西班牙语确定风险）一起 和学前班入学时的英语筛查）。在独立R00阶段，目标3将确定 1)在一整天的录音中捕捉到的家庭语言支持行为是否能预测儿童西班牙语的结果 以及2）帕尔斯教练是否会导致这些行为的改变，这反过来又解释了儿童西班牙语 结果。通过捕捉一天中发生的不同语言的自发互动， 在一个更大的正在进行的随机对照试验的背景下，该项目有望产生新的见解， 支持患有DLD的EB双语发展的条件和照顾者行为， 和语言维持干预。该奖项还提供关键的培训，建立在候选人的 双语语言发展的背景，并定位她推出一个独立的研究计划 侧重于学龄前儿童双语和语言困难的交叉点。