Child and Environmental Predictors of Communication Success by beginning VOCA

开始 VOCA 后儿童和环境对沟通成功的预测因素

• 批准号: 7620953
• 负责人: NANCY CAROLINE BRADY
• 金额: $ 15.58万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-01 至 2012-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7620953
• 关键词: Achievement; Affect; Age; Behavioral; Caregivers; Child; Communication; Complex; Development; Educational process of instructing; Environment; Event; Familiarity; Foundations; Future; Growth; Home environment; Human Development; Instruction; Intervention; Language; Language Development; Learning; Life; Measures; Modeling; Mothers; Neurologic; Numbers; Nursery Schools; Outcome; Outcome Measure; Output; Participant; Pattern; Personal Satisfaction; Population; Preschool Child; Printing; Process; Purpose; Rate; Relative (related person); Research; Research Personnel; Research Support; Retrieval; Route; Schools; Score; Social Environment; Speech; Speech Development; Subgroup; Testing; Time; Vocabulary; Voice; alginic acid compound; communication aid; design; experience; indexing; joint attention; programs; repaired; response; skills; social; success; theories

Project III: Child and Environmental Predictors of Communication Success by beginning VOCA users. The proposed research systematically extends the investigator's research on successful communication, including success following communication breakdowns, to the population of preschool children learning to communicate with VOCAs. We will be investigating parameters surrounding successful communication at the cusp of beginning symbolic communication. The investigator's recently completed research showed that preschool -age children frequently experienced communication breakdowns during the course of natural conversations with their mothers. Participants' skills in repairing these breakdowns were related to their extant expressive and receptive communication skills and to their mothers' responsivity. Preschool children learning to communicate with VOCAs appear particularly vulnerable to communication breakdowns due to partner familiarity with VOCAs and access to VOCAs across environments. The purpose of the proposed research is to identify specific child and environmental predictors of successful communication and other indices of communication growth for 50 preschool-age children learning to communicate with VOCAs. We hypothesize that the specific variables we have found to predict child communicative success in our past research will also predict success by children learning VOCA communication. In addition, we hypothesize that environmental variables including how VOCAs are incorporated into classroom instruction and home activities will relate to children's successful communication. These hypotheses will be investigated by measuring children's communication rate, vocabulary growth both in VOCA symbol selection and speech vocabulary, and measuring proportions of successful communication overtime. Success will be determined by applying our operational definition that relies on both child communication acts and partner responses to these communication acts. Growth curve modeling will be used to determine patterns of growth over a 2 year period by children with differing abilities at the start of intervention, and who are experiencing different amounts of environmental support for AAC in their classroomenvironments.

项目 III：开始 VOCA 后儿童和环境对沟通成功的预测因素 用户。 拟议的研究系统地扩展了研究者对成功沟通的研究， 包括在沟通障碍后取得成功，让学龄前儿童学习如何 与 VOCA 沟通。我们将调查有关成功沟通的参数 开始象征性交流的风口浪尖。研究人员最近完成的研究表明 学龄前儿童在自然学习过程中经常会出现沟通障碍。 与他们的母亲的对话。参与者修复这些故障的技能与他们的 现有的表达和接受沟通技巧以及母亲的响应能力。学龄前儿童 学习与 VOCA 沟通似乎特别容易因以下原因而出现沟通故障： 合作伙伴对 VOCA 的熟悉程度以及跨环境访问 VOCA 的能力。拟议的目的 研究的目的是确定成功沟通和其他方面的特定儿童和环境预测因素 50 名学习使用 VOCA 进行交流的学龄前儿童的交流发展指数。我们 假设我们发现过去预测儿童沟通成功的特定变量 研究还将预测儿童学习 VOCA 交流的成功。此外，我们假设 环境变量，包括如何将 VOCA 纳入课堂教学和家庭 活动将关系到儿童的成功沟通。这些假设将由 测量儿童在 VOCA 符号选择和言语中的沟通率、词汇量增长 词汇量，并衡量超时成功沟通的比例。成功将被决定 通过应用我们的操作定义，该定义依赖于儿童沟通行为和合作伙伴的反应 这些沟通行为。增长曲线模型将用于确定两年内的增长模式 不同能力的儿童在干预开始时经历不同的时期 在课堂环境中为 AAC 提供了大量的环境支持。