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.

项目摘要/摘要 对于世界各地数百万的双语父母，特别是在美国，是最紧迫的 面对自闭症谱系障碍（ASD）诊断的问题是如何与双语主义和解。 选择是在维护家庭语言还是切换到的 社区语言（美国英语）。关于ASD双语儿童的现有研究采取 将他们与具有ASD的单语儿童进行比较，以确定双语是否携带其他 自闭症儿童发育的风险10,22,28,62,110,116,121,122,126,126,131,141,143,152。但是，之间的比较 双语者和单语言可能会深深偏见，同样重要的是，这种群体比较方法 几乎没有说支持年轻双语儿童自闭症的双重语言发展的最佳方法。在 我们问的这一建议：年轻双语儿童的双语言发展的模式是什么 使用ASD，双语言输入如何塑造其语言结果？一个特别重要的 该提案的创新方面是其紧密控制的实验任务的结合 通过高度敏感的眼睛凝视测量和生态播种的英语和西班牙技能 语言输入，通过亲子互动获得。我们的参与者是年幼的孩子（18-36个月） 在家中，有或没有ASD的西班牙语。我们将使用ASD In-LAB的诊断 家庭的首选语言，从而缩短评估时间表，并给予直接的好处 西班牙裔和拉丁语家庭在服务访问方面和在 研究参与。 AIM 1是研究年轻双语中西班牙语和英语技能的发展 有和没有ASD的孩子，定义了双语言发展的轨迹。目标2是检查是否 双语输入可以在有或没有ASD的年轻双语儿童中优化。在这个目标下的研究 将提供第一个证据证明需要将双语言输入分为不同的流以优化语言 双语儿童与ASD的结果。目标3是在语言环境中表征输入参数 随着时间的推移有和没有ASD的双语儿童，并测试双语言暴露的影响 语言结果。这将是首次研究家庭如何适应自己的前瞻性纵向研究 语言实践在接受ASD的诊断并研究双语言输入形状时 具有和没有ASD的双语儿童的语言结果。拟议的研究在他们的 专注于很小的孩子，使用动态处理措施，可以捕捉儿童的语言技能 具有不同水平的能力和纵向方法。招募分布的神经型组 与ASD的儿童相匹配，可以对ASD诊断与成熟的影响有重要的见解 ASD双语儿童的输入和语言结果。共同研究是基础 任何未来的努力旨在为这一高需求人群开发干预方法。