Dual Language Development in Young Children with ASD

自闭症谱系障碍幼儿的双语发展

• 批准号: 10716467
• 负责人: Margarita Kaushanskaya
• 金额: $ 59.25万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 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 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10716467
• 关键词: Age; Auditory; Autism Diagnosis; Birth; Caregivers; Child; Cognition; Collaborations; Communities; Cross-Sectional Studies; Data; Development; Diagnosis; Diagnostic Services; English Language; Environment; Evaluation; Exposure to; Eye; Family; Future; Hispanic; Home; Intervention; Language; Language Development; Language Disorders; Latinx; Linguistics; Longitudinal Studies; Maps; Measures; Modeling; Parent-Child Relations; Parents; Participant; Pattern; Population; Psycholinguistics; Research; Risk; Role; Sampling; Services; Severities; Shapes; Standardization; Stream; Testing; Time; Toddler; Underrepresented Populations; Underserved Population; Wisconsin; Work; autism spectrum disorder; autistic children; bilingualism; comparison group; cost; experience; functional outcomes; gaze; innovation; insight; language outcome; language processing; lexical processing; longitudinal, prospective study; novel; primary caregiver; programs; recruit; service providers; sex; skills; social communication; theories; timeline; visual tracking

Project Summary/Abstract For the millions of bilingual parents around the world, and in the US specifically, one of the most pressing questions in the face of the Autism Spectrum Disorder (ASD) diagnosis is how to reconcile it with bilingualism. The choice is most frequently framed in terms of whether to maintain the home language or to switch to the community language (English in the US). Existing studies on bilingual children with ASD take the approach of comparing them to monolingual children with ASD in order to establish whether bilingualism carries additional risks to the development of an autistic child10,22,28,62,110,116,121,122,126,131,141,143,152. However, comparisons between bilinguals and monolinguals can be deeply biased, and equally importantly, such a group-comparison approach says little about the best way to support dual language development in young bilingual children with autism. In this proposal we ask: What are the patterns of dual-language development in young bilingual children with ASD, and how does dual-language input shape their language outcomes? An especially significant and innovative aspect of this proposal is its combination of tightly-controlled experimental tasks testing early English and Spanish skills via highly sensitive eye-gaze measures and ecologically-valid measures of language input, obtained via parent-child interactions. Our participants are young children (18-36 months) exposed to Spanish in the home, with and without ASD. We will provide the diagnosis of ASD in-lab, using the family’s preferred language, thus shortening the evaluation timeline, and yielding an immediate benefit to Hispanic and Latine families that are drastically underserved, both in terms of service access and in terms of research participation. Aim 1 is to examine the development of Spanish and English skills in young bilingual children with and without ASD, defining trajectories of dual-language development. Aim 2 is to examine whether dual-language input can be optimized in young bilingual children with and without ASD. Studies under this Aim will offer first evidence for the need to separate dual-language input into distinct streams to optimize language outcomes in bilingual children with ASD. Aim 3 is to characterize input parameters in the linguistic environment of bilingual children with and without ASD over time, and to test the effects of dual-language exposure on language outcomes. This will be the first prospective longitudinal study to examine how families adapt their language practices when they receive a diagnosis of ASD and to investigate how dual-language input shapes language outcomes in bilingual children with and without ASD. Proposed studies are highly innovative in their focus on very young children, use of dynamic processing measures that can capture language skills in children with varying levels of ability, and longitudinal approach. Recruitment of a neurotypical group that is distribution- matched to children with ASD allows for important insights into the effects of ASD diagnosis vs. maturation on input and language outcomes in bilingual children with ASD. Together, the proposed studies are foundational to any future efforts aimed at developing intervention approaches for this high-needs population.

项目总结/摘要 对于全世界数以百万计的双语父母来说，尤其是在美国， 自闭症谱系障碍（ASD）诊断面临的问题是如何将其与双语相协调。 最常见的选择是保持母语还是改用母语。 社区语言（英语）。现有的关于自闭症双语儿童的研究采用的方法是： 将他们与患有ASD的单语儿童进行比较，以确定双语是否携带额外的 2019 - 02 - 22 00：02：00 00：00 00：00 00：00 00：00然而，比较 双语者和单语者可能会有很大的偏见，同样重要的是，这种群体比较的方法 关于支持患有自闭症的双语儿童双语发展的最佳方法，在 这个建议我们问：双语儿童的双语发展模式是什么 自闭症谱系障碍患者，以及双语输入如何塑造他们的语言成果？一个特别重要 这一建议的创新之处在于它结合了严格控制的实验任务， 英语和西班牙语技能，通过高度敏感的眼睛注视措施和生态有效的措施， 语言输入，通过亲子互动获得。我们的参与者是幼儿（18-36个月） 在家里接触西班牙语，有和没有自闭症。我们将在实验室内提供ASD的诊断，使用 家庭的首选语言，从而缩短评估时间轴，并产生直接的好处， 西班牙裔和拉丁裔家庭，无论是在获得服务方面， 研究参与。目标1是检查年轻双语者西班牙语和英语技能的发展 患有和没有ASD的儿童，定义了双语发展的轨迹。目的二是研究是否 双语输入可以在有和没有ASD的年轻双语儿童中得到优化。根据这一目标开展的研究 将提供第一个证据，证明需要将双语输入分成不同的流，以优化语言 ASD双语儿童的结果。目标3是描述语言环境中的输入参数 随着时间的推移，患有和不患有ASD的双语儿童，并测试双语暴露对 语言成果。这将是第一个前瞻性的纵向研究，以检查家庭如何适应他们的 当他们接受ASD诊断时的语言实践，并调查双语输入如何塑造 有和没有ASD的双语儿童的语言结果。拟议的研究在其领域具有高度创新性， 专注于非常年幼的儿童，使用动态处理措施，可以捕捉儿童的语言技能 不同的能力水平和纵向的方法。招募一个典型的神经群体，这是分布- 与ASD儿童相匹配，可以重要地了解ASD诊断与成熟对 ASD双语儿童的语言输入和语言结果。总之，拟议的研究是基础性的 今后任何旨在为这一高需求人群制定干预措施的努力都将受到影响。