More and Less Social Comprehension: Child and Text Factors for Autistic Children

社会理解力的增加和减少：自闭症儿童的儿童和文本因素

• 批准号: 10577088
• 负责人: Meghan Matthews Davidson
• 金额: $ 18.57万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10577088
• 关键词: 12 year old; Child; Child Language; Child Welfare; Clinical; Comprehension; Fibrinogen; Goals; Health; Heterogeneity; Individual Differences; Instruction; Intervention; Knowledge; Linguistics; Measures; Methodology; Mind; Modeling; Outcome; Pilot Projects; Population; Predictive text; Principal Investigator; Reporting; Sampling; School-Age Population; Social Impacts; Text; Vocabulary; Work; autistic; autistic children; communication theory; comprehension deficit; fictional works; individuals with autism spectrum disorder; listening comprehension; mental representation; novel; novel strategies; precision medicine; psychosocial; psychosocial wellbeing; reading comprehension; social; social communication; social communication impairment; social factors; success; syntax; theories; tool

PROJECT SUMMARY/ ABSTRACT Listening comprehension is an important predictor of later reading comprehension, academic success, health, psychosocial, and vocational outcomes; yet roughly 65% of autistic school-age children have poor comprehension. Non-autistic comprehension of more social (e.g., narrative) texts is better than less social (e.g., expository texts) because non-autistics can bootstrap their real-world social understanding to better understand the text. In contrast, autistic comprehension of less social texts has been shown in a small pilot study to be better than more social texts, which is likely due to their social communication impairments. The Construction-Integration Theory of Comprehension stipulates that a situation model (i.e., a mental representation) is constructed through interactions between child factors (i.e., individual differences in a child’s abilities) and text factors (i.e., individual differences across texts). Both linguistic child factors (e.g., vocabulary and morphosyntax) and social child factors (e.g., social communication and theory of mind) predict reading comprehension in autistic children. However, these factors have not been examined for listening comprehension in autistic children and have only been examined for more social texts. Text factors (e.g., word concreteness and narrativity) impact comprehension in non-autistic individuals but have all but been ignored for autistic individuals. The overall objective of this project is to investigate how child factors (linguistic and social) and text factors (linguistic and social) impact comprehension in autistic children (9- to 12-years). We will (1) Examine how listening comprehension of more and less social texts differs for autistic children; (2) Identify child predictors (linguistic and social) of listening comprehension for more and less social texts; and (3) Identify text predictors (linguistic and social) of listening comprehension for more and less social texts. The central hypothesis is that both child and text factors impact comprehension and that social and linguistic child and text factors differentially contribute, depending on the content of the text. That is, the linguistic factors will predict comprehension across text type whereas the social factors will specifically predict comprehension of more social texts. The proposed project lays the methodological and empirical groundwork for using a precision medicine approach to identify and manipulate child and text factors for novel, effective comprehension interventions for autistic individuals.

项目总结/摘要 听力理解是预测后期阅读理解、学业成功、 健康，心理社会和职业成果;然而，大约65%的自闭症学龄儿童有贫困 理解力非自闭症患者对更多社会性的理解（例如，叙事）文本比不太社交的文本（例如， 因为非自闭症患者可以引导他们对现实世界的社会理解， 理解文本。相比之下，自闭症理解较少的社会文本已显示在一个小试点 学习比更多的社会文本，这可能是由于他们的社会沟通障碍。的 理解的建构整合理论规定，情境模型（即，精神 表示）是通过子因子之间的交互来构造的（即，个体差异 儿童的能力）和文本因素（即，文本之间的差异）。儿童语言因素（例如， 词汇和形态句法）和社会儿童因素（例如，社会交往和心理理论）预测 自闭症儿童阅读理解能力的研究然而，这些因素并没有为听力检查 自闭症儿童的理解能力，并且只对更多的社会文本进行了检查。文本因素（例如，词 具体性和叙述性）影响非自闭症个体的理解，但几乎被忽视 for autism自闭症individuals个人.本项目的总体目标是调查儿童因素（语言和 社会）和文本因素（语言和社会）影响自闭症儿童（9至12岁）的理解。我们 将（1）研究自闭症儿童对更多和更少社会文本的听力理解的差异;（2） 确定儿童听力理解的预测因素（语言和社会），更多和更少的社会文本; (3)确定文本预测（语言和社会）的听力理解更多和更少的社会文本。的 中心假设是儿童和文本因素都影响理解，社会和语言儿童 而文本因素的作用则因文本内容的不同而不同。也就是说，语言因素将 预测跨文本类型的理解，而社会因素将具体预测的理解 更多社交文本。拟议的项目奠定了方法和经验基础， 精确医学方法，以识别和操纵儿童和文本因素， 对自闭症患者的理解干预。