Development and Adaptive Behavior of Young Children with Hearing Loss

听力损失幼儿的发展和适应行为

• 批准号: 7677321
• 负责人: Laurie S Eisenberg
• 金额: $ 72.25万
• 依托单位: HOUSE RESEARCH INSTITUTE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7677321
• 关键词: Adaptive Behaviors; Age; Age-Months; Attention; Audiology; Auditory; Behavior; Biological; Biometry; Characteristics; Child; Child Development; Clinical; Clinical Psychology; Communication; Complex; Development; Developmental Delay Disorders; Diagnosis; Discipline; Early identification; Early treatment; Emotional; Enrollment; Environment; Exhibits; Family; Goals; Growth; Hearing; Infant Development; Intervention; Investigation; Knowledge; Language; Language Development; Lead; Life; Linguistics; Longitudinal Studies; Modeling; Multicenter Studies; Newborn Infant; Otolaryngology; Outcome; Outcomes Research; Parents; Pattern; Pediatrics; Plant Roots; Problem behavior; Research; Self Efficacy; Sensorineural Hearing Loss; Services; Social Development; Socioeconomic Status; Speech Perception; Speech-Language Pathology; Testing; Time; base; contextual factors; design; externalizing behavior; functional outcomes; hearing impairment; hearing screening; infancy; neonate; parental influence; prospective; service intervention; sex; skill acquisition; skills; social; social cognition; social skills; theories

DESCRIPTION (provided by applicant): With newborn hearing screening now identifying children with hearing loss in infancy, a better understanding is needed about specific child, family, and service factors that lead to optimal development of these infants as they mature. Relatively little is known about the variables that facilitate optimal social-emotional and adaptive functioning for these young children in real-world environments. The objectives and design of our proposed study take transactional/ecological theoretic approach of child development, which purports that development in young children is influenced by many interrelated factors, including biological, social, and cultural. Based on this theoretical framework, we propose that the developmental trajectories for young children with mild to severe hearing loss are best understood within a complex context that includes child variables, family/parent characteristics, and intervention services available to the child and family. The specific aims of this project are: 1) to determine the developmental trajectories of young children with mild to severe hearing loss with respect to social-emotional and adaptive functioning and to compare these developmental patterns to those of young children with typical hearing; 2) to examine the relations between language skills and social-emotional and adaptive development in young children with mild to severe hearing loss; and, 3) to examine the influence of parenting and intervention factors on language development and social-emotional and adaptive functioning in young children with mild to severe hearing loss. To accomplish these aims, we propose a longitudinal multicenter study of 210 children diagnosed with mild to severe sensorineural hearing loss, and a group of 100 typical hearing children for comparison purposes. The children will be followed from 12 to 48 months of age and assessed under the outcome domains of audition, speech perception, language, cognition, social- emotional problems and competencies, and adaptive functioning. Parents will be assessed in terms of their involvement and self-efficacy, emotional availability, and language input. Lastly, specifics of intervention services are considered to be important variables and will be delineated throughout the investigation. Multi-Level Modeling will be implemented as part of the analytic plan, permitting descriptions of trajectories for social-emotional and adaptive functioning, as well as testing specific hypotheses regarding associations with related child, family, and intervention service characteristics. This project brings together developmental perspectives from multiple disciplines, including audiology, speech-language pathology, developmental and clinical psychology, early intervention, pediatrics, otolaryngology, and biostatistics. The knowledge gained from this longitudinal investigation will inform developmental theory and should promote effective and responsive child and parent support interventions for young children with mild-to-severe hearing loss.

描述（由申请人提供）：随着新生儿听力筛查现在可以识别婴儿期听力损失的儿童，需要更好地了解特定的儿童、家庭和服务因素，这些因素可以使这些婴儿在成熟时实现最佳发育。对于在现实环境中促进这些幼儿实现最佳社会情感和适应性功能的变量，人们知之甚少。我们提出的研究的目标和设计采用儿童发展的交易/生态理论方法，该方法声称幼儿的发展受到许多相互关联的因素的影响，包括生物、社会和文化。基于这一理论框架，我们建议在复杂的背景下最好地理解轻度至重度听力损失幼儿的发展轨迹，其中包括儿童变量、家庭/父母特征以及儿童和家庭可获得的干预服务。该项目的具体目标是：1）确定轻度至重度听力损失幼儿在社会情感和适应性功能方面的发展轨迹，并将这些发展模式与具有典型听力的幼儿进行比较； 2）检查轻度至重度听力损失幼儿的语言技能与社会情感和适应性发展之间的关系； 3) 研究养育和干预因素对轻度至重度听力损失幼儿的语言发展、社会情感和适应功能的影响。为了实现这些目标，我们建议对 210 名被诊断患有轻度至重度感音神经性听力损失的儿童和一组 100 名典型听力儿童进行纵向多中心研究，以进行比较。将对 12 至 48 个月大的儿童进行跟踪调查，并根据听力、言语感知、语言、认知、社会情感问题和能力以及适应性功能等结果领域进行评估。将对家长的参与度、自我效能感、情绪可用性和语言输入进行评估。最后，干预服务的细节被认为是重要的变量，并将在整个调查过程中进行描述。多层次建模将作为分析计划的一部分实施，允许描述社会情感和适应性功能的轨迹，并测试有关与相关儿童、家庭和干预服务特征关联的具体假设。该项目汇集了多个学科的发展观点，包括听力学、言语病理学、发展和临床心理学、早期干预、儿科、耳鼻喉科和生物统计学。从这项纵向调查中获得的知识将为发展理论提供信息，并应促进对轻度至重度听力损失的幼儿进行有效且反应灵敏的儿童和家长支持干预措施。