Promoting Caregiver Implementation of an Effective Early Learning Intervention

促进看护者实施有效的早期学习干预

• 批准号: 10636211
• 负责人: Jamie Beth Boster
• 金额: $ 69.65万
• 依托单位: OHIO STATE UNIVERSITY
• 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 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10636211
• 关键词: 4 year old; Acceleration; Address; Adult; Affect; Audiotape; Buffers; Caregiver support; Caregivers; Child; Child Care; Classification; Cognitive; Development; Diagnosis; Dose; Early Intervention; Exhibits; Exposure to; Family; Future; Growth; Home; Incidence; Intervention; Intervention Studies; Knowledge; Language; Language Development Disorders; Learning; Low income; Manuals; Mediating; National Institute on Deafness and Other Communication Disorders; Outcome; Pattern; Predisposition; Preschool Child; Printing; Randomized, Controlled Trials; Reader; Reading; Research; Research Design; Rewards; Risk; Risk Reduction; Self Efficacy; Time; Variant; behavior change; blind; design; disability; dosage; experience; first grade; implementation barriers; improved; interest; intervention effect; kindergarten; learning strategy; literacy; post intervention; reading difficulties; skills; stressor

Project Summary/Abstract The proposed 5-year study uses a causally interpretable research design to examine the effects of the Sit Together and Read (STAR) early-literacy intervention on the short- and long-term literacy skills of young children with developmental language disorder (DLD). It also examines the use of caregiver-directed behavior- change strategies as a means to support caregivers’ implementation of the intended treatment strength. STAR is a fully manualized intervention that significantly improves the early-literacy skills and longer-term reading outcomes of children at-risk for future reading difficulty. The proposed study is instrumental in assessing longitudinal impacts for children with DLD and identifying ways to enhance caregiver implementation of the key intervention ingredients. The study features four planned variations with each involving 80 caregiver-child dyads (total N = 320, 80 per condition). Two planned variations allow examination of the main effects of STAR for children with DLD, with 80 caregivers assigned to implement STAR for a 15-week period as compared to an untreated control. The outcomes of interest for these variations are children’s short-term print-knowledge development, literacy trajectories to two-years post-intervention, and reading-difficulty status. Two additional planned variations allow examination of effects of caregiver-directed behavior-change strategies (rewards and encouragement) on STAR implementation as compared to caregivers who do not receive any change strategies. The outcomes of interest for these variations are caregivers’ implementation of the intended treatment strength as well as mediated effects on children’s literacy outcomes. Child outcomes are based on direct assessments of literacy skills captured at six time-points, from study baseline to two-years’ post-intervention; assessors are blind to condition. Caregiver implementation is captured via logged sessions on a bespoke app as well as analyses of audiotaped sessions submitted via the app. Directional hypotheses are threefold. First, we hypothesize that children whose caregivers implement STAR will show significantly greater print-knowledge gains over the 15-week intervention period, and accelerated literacy trajectories through first grade. We speculate that STAR exposure will also significantly reduce the rate of reading difficulty among children. Second, we hypothesize that children whose caregiver implement STAR and receive one of two behavior-change strategies will show significantly greater intensity and dosage of implementation relative to those not receiving these strategies. Third, we hypothesize significantly greater print-knowledge gains and literacy trajectories for children of caregivers receiving behavior-change strategies, and that these effects are partially or fully mediated by intervention intensity and/or dose.

项目摘要/摘要 拟议的为期5年的研究使用因果关系可解释的研究设计来检查SITE的影响 一起阅读(STAR)早期识字干预对青少年短期和长期识字技能的干预 儿童发育性语言障碍(DLD)。它还考察了照顾者指导行为的使用-- 改变战略，作为支持照顾者实施预期治疗强度的一种手段。星星 是一种完全人工干预，显著提高早期识字技能和长期阅读能力 未来阅读困难高危儿童的结果。这项拟议的研究有助于评估 对患有DLD的儿童的纵向影响和确定加强照顾者实施关键措施的方法 干预成分。 这项研究以四个有计划的变化为特色，每个变化涉及80个照顾者-孩子二元组(总计N=320， 每种情况80个)。两个计划中的变化允许检查STAR对DLD儿童的主要影响， 与未治疗的对照组相比，80名照顾者被分配实施STAR，为期15周。 对这些变化感兴趣的结果是儿童的短期印刷知识发展、识字 干预后两年的轨迹，以及阅读困难状态。另外两个计划中的变化允许 照顾者导向的行为改变策略(奖励和鼓励)对儿童心理健康的影响 与没有接受任何改变策略的照顾者相比，开始实施。其结果是 对这些变化的兴趣是护理者实施预期的治疗强度以及 对儿童识字结果的中介影响。儿童的结果是基于对识字的直接评估。 从研究基线到干预后两年的六个时间点获得的技能；评估者对此视而不见 条件。护理人员的实施通过在定制应用程序上记录的会话以及分析 通过该应用程序提交的录音会议。 方向性假设有三个方面。首先，我们假设照顾者实施的儿童 STAR将在15周的干预期内显示出更大的印刷知识增长，以及 读完一年级后，识字速度加快。我们推测，恒星的曝光也将显著地 降低儿童阅读困难率。第二，我们假设照顾者的孩子 实施STAR和获得两种行为改变战略之一将显示出明显更大的力度 以及实施的剂量相对于那些没有收到这些战略的人。第三，我们假设 显著提高接受照料者子女的印刷知识和识字轨迹 行为改变策略，这些影响部分或完全由干预强度和/或 剂量。