Maximizing outcomes for preschoolers with developmental language disorder: testing the effects of a sequentially targeted naturalistic intervention

最大限度地提高患有发展性语言障碍的学龄前儿童的成果：测试顺序有针对性的自然干预的效果

• 批准号: 9581605
• 负责人: Pamela A Hadley
• 金额: $ 123.75万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-16 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9581605
• 关键词: 4 year old; Adult; Age-Months; Area; Articulation; Behavior; Behavioral; Businesses; Child; Child Language; Clinical Research; Clinical Trials; Communities; Control Groups; Development; Diagnosis; Dimensions; Early Intervention; Education; Educational process of instructing; Enrollment; Family; Foundations; Goals; Growth; Hybrids; Instruction; Intervention; Language; Language Delays; Language Development; Language Development Disorders; Language Disorders; Mediating; Mediator of activation protein; Modification; National Institute on Deafness and Other Communication Disorders; Nursery Schools; Outcome; Parents; Phase; Phase II Clinical Trials; Prevention; Problem behavior; Randomized Clinical Trials; Readiness; Recording of previous events; Recovery; Research; Risk; Risk Factors; Schools; Service delivery model; Strategic Planning; Testing; Time; Toddler; Toy; Vocabulary; base; brief intervention; comparison group; design; early childhood; experience; girls; high risk; improved; intervention effect; kindergarten; lexical; literacy; parental role; peer; phonology; prevent; social; success; syntax; theories; treatment group; trial comparing

PROJECT SUMMARY Between 7-10% of children have developmental language disorders (DLD) without other developmental concerns at kindergarten entry,1,2 which place them at significant risk for poor academic and social outcomes across the school years and into adulthood.3 Brief naturalistic intervention can significantly increase expressive vocabulary in toddlers with receptive and expressive language delays,4 but it is not sufficient to reduce the developmental gaps in vocabulary or syntax.5 No studies to date have examined the potential of sustained early intervention for maximizing language outcomes. The proposed study will: (a) evaluate the effects of a sequential language intervention on the vocabulary and grammar of young children at risk for developmental language disorder (DLD) and (b) examine moderators and mediators of intervention effects. The proposed hybrid intervention (EMT-SF) provides an empirically-supported intervention, Enhanced Milieu Teaching (EMT), blended with a theoretically-motivated, sentence-focused (SF) sequence of treatment targets6,7 and new input modification strategies.8,9 The central hypothesis is that intervention will result in greater vocabulary and grammar outcomes for children at high risk for DLD in the treatment group. The proposed research is a stratified randomized clinical trial comparing the effects of the EMT-SF intervention, implemented by parents and therapists, to a control condition and enrolling 108, 30-month-old children and their parents. Four specific aims guide the study: 1. Compare differences in vocabulary and grammar outcomes in treatment vs control children at 48 months of age. 2. Determine the extent to which parent language input and parental use of intervention strategies mediate child language outcomes. 3. Determine the extent to which child-level factors and child progress during intervention predict language outcomes 4. Determine the extent to which the intervention impacts broader aspects of spoken language and behavior related to literacy and school readiness (decontextualized language, narrative abilities, behavior problems) (exploratory). IMPACT: This study will determine if sustained early intervention can reduce the long-term risks of DLD, will inform developmental theory, and provide critical information that may transform preschool service delivery models.

项目总结