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 对于世界各地数以百万计的双语父母来说，尤其是在美国，最紧迫的问题之一 面对自闭症谱系障碍(ASD)诊断的问题是如何将其与双语能力相协调。 最常见的选择是保持本国语言还是切换到 社区语言(美国的英语)。现有关于患有自闭症的双语儿童的研究采取的方法是 将他们与患有自闭症的单语儿童进行比较，以确定双语是否会带来额外的 患自闭症child10，22，28，62,110,116,121,122,126,131,141,143,152.的风险然而，比较起来， 双语者和单语者可能会有很大的偏见，同样重要的是，这种群体比较方法 几乎没有提到支持患有自闭症的双语儿童发展双语的最佳方式。在……里面 这项建议我们问：幼儿双语发展的模式是什么？ 对于ASD，双语输入如何影响他们的语言结果？一个特别重要的 这一建议的创新之处在于它结合了严格控制的实验任务，即早期测试 英语和西班牙语通过高度敏感的眼睛凝视测量和生态有效的测量 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) 在家中接触西班牙语，无论是否患有自闭症。我们将提供ASD的实验室诊断，使用 家庭的首选语言，从而缩短了评估时间线，并立即产生了好处 西班牙裔和拉丁裔家庭在服务机会和服务方面都严重得不到满足 研究参与度。目的1是研究双语青少年西班牙语和英语技能的发展。 患有和不患有自闭症的儿童，定义了双语发展的轨迹。目标2是检查是否 双语输入可以在患有和不患有自闭症的双语儿童中得到优化。这一目标下的研究 将首次提供证据，证明有必要将双语输入分成不同的流，以优化语言 自闭症双语儿童的结局。目标3是描述语言环境中的输入参数 对患有和不患有自闭症的双语儿童随着时间的推移进行比较，并测试双语暴露对 语言结果。这将是第一项前瞻性的纵向研究，考察家庭如何适应他们的家庭。 当他们收到ASD的诊断时进行语言练习，并调查双语输入是如何形成的 患有和不患有自闭症的双语儿童的语言结果。拟议的研究在以下方面具有很高的创新性 重点关注幼儿，使用能够捕捉儿童语言技能的动态处理措施 有不同水平的能力，和纵向的方法。招募一个神经典型群体，这是分布的- 与ASD儿童配对可以对ASD诊断与成熟对儿童的影响有重要的见解 自闭症双语儿童的输入和语言结果。总之，拟议的研究是基础性的。 未来旨在为这一高需求人群制定干预方法的任何努力。