Identification of treatment parameters that maximize language treatment efficacy for children. TALK Initiative supplement.

项目摘要 本附录的长期目标是解决儿童语言习得问题(Talk)， 具体地说，为了更好地了解迟到者的发展轨迹和需求。这些是蹒跚学步的孩子 他们在三岁之前没有使用足够多的单词。晚间通话与主持人有关 后来的问题，包括糟糕的学业成绩。然而，很难知道哪些孩子会长大 有持续的挑战，谁的挑战将得到解决。这限制了我们对后来的理解 谈话和我们高效地为迟到的人提供服务的能力。我们的第一个具体目标是收集关注- 从我们研究中登记的50名说话较晚的人中收集数据，看看有多少人在 语言、言语、阅读、认知和教育结果的术语，在最初的几个月到几年 评估。我们还将使用我们最初研究的数据来查看是否有任何早期迹象表明 使用CART分析来预测以后的结果。我们将使用适合年龄的标准化措施，这些措施 无论是诊断性还是描述性的，以及收集教育记录。这将是一个更全面的 对以前说话迟缓的人的技能进行比通常情况下更多的检查。因此，我们希望有一个更多的 对迟到的人来说，发展是什么样子的全面画面。对于我们的第二个具体目标，我们计划 从晚谈者的家人和现在年纪较大的晚谈者的家人那里收集定性数据，以便更好地 理解在家庭和生活中有一个迟到者会带来的功能和社会影响 晚说话的经历。几乎没有关于养育一个说话晚的人的功能现实的研究 或者是很晚才说话。我们需要了解这一诊断对日常生活的影响。我们将共同创作访谈 在焦点小组中向晚谈者的家人提问，并用这些问题采访家人 会员和后进者本人。以证据为基础的绘画协议将被用作 现在年纪较大的晚间谈话者的面试过程。数据将使用主题分析进行分析。最后，对于我们的 第三个具体目标是，我们计划创建一个共享协议，以便研究晚说话的人的研究人员可以 汇总数据以回答需要更大数据集的问题，而不是单个实验室可以轻松获得的数据集。我们 将包括来自研究后期谈话的其他研究人员的意见，以确保该协议将是有用的 无障碍。

Project Summary The broad, long-term objective of this supplement is to Tackle Acquisition of Language In Kids (TALK), specifically, to better understand the developmental trajectory and needs of late-talkers. These are toddlers who are not using as many words as they should before the age of three. Late talking is associated with a host of later issues including poor academic outcomes. However, it is difficult to know which toddlers will grow to have persistent challenges, and whose challenges will resolve. This limits both our understanding of late talking and our ability to serve late talkers efficiently and effectively. Our first specific aim is to collect follow- up data from 50 of the late talkers formerly enrolled in our study to see how many are impaired or at-risk in terms of language, speech, reading, cognition, and educational outcomes months to years after our initial assessments. We will also use data from our original study to see if there are any early indicators that predict later outcomes, using CART analysis. We will use age-appropriate standardized measures that are either diagnostic or descriptive, as well as collecting educational records. This will be a more comprehensive examination of former late-talkers’ skills than is usually performed. Thus, we hope to have a more comprehensive picture of what development looks like for late talkers. For our second specific aim, we plan to collect qualitative data from family members of late talkers and the, now older, late-talkers to better understand the functional and social effects of having a Late Talker in the family and the lived experience of being a Late Talker. There is almost no work on the functional reality of parenting a late talker or being a late talker. We need to understand how this diagnosis impacts daily life. We will co-create interview questions with family members of late talkers in a focus group and use the questions to interview family members and late-talkers themselves. An evidence-based picture drawing protocol will be used as part of the interview process for the now-older late talkers. Data will be analyzed using thematic analysis. Finally, for our third specific aim, we plan to create a sharing protocol so that researchers studying late talkers can aggregate data to answer questions that require larger data sets than single labs can easily obtain. We will include input from other researchers studying late-talking to ensure the protocol will be useful and accessible.