Predictors of language skills in bilingual children with autism spectrum disorder (ASD)

患有自闭症谱系障碍 (ASD) 的双语儿童语言技能的预测因子

• 批准号: 10580800
• 负责人: Cecilia Montiel-Nava
• 金额: $ 14.8万
• 依托单位: UNIVERSITY OF TEXAS RIO GRANDE VALLEY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-03-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10580800
• 关键词: Address; Affect; Age; Analysis of Variance; Characteristics; Child; Clinical; Communication; Communities; Competence; Comprehension; Control Groups; Data; Development; Diagnosis; Diagnostic; Documentation; Educational Status; Environment; Evaluation; Exposure to; Family; Fostering; Foundations; Funding Mechanisms; Gender; Goals; Health Services Accessibility; Health system; Institution; Intervention; Knowledge; Language; Language Development; Linear Regressions; Linguistics; Low income; Measures; Methods; Mission; Multivariate Analysis; Nursery Schools; Outcome; Parents; Participant; Pathway interactions; Pattern; Perception; Performance; Population; Process; Public Health; Recording of previous events; Reduce health disparities; Regression Analysis; Research; Research Project Grants; Risk; Risk Factors; Sampling; School-Age Population; Semantics; Services; Solid; Strategic Planning; Symptoms; System; Testing; Translating; autism spectrum disorder; autistic; autistic children; bilingualism; community based participatory research; comparison group; cultural competence; design; experience; health disparity; higher education; improved; informant; innovation; language impairment; low socioeconomic status; peer; public education; recruit; school district; skill acquisition; skills; social; sociodemographics

ABSTRACT Both bilingualism and autism spectrum disorder (ASD) are growing more prevalent at a steady rate, highlighting the urgent need to identify bilingualism's contribution to the language skills of autistic children. Autistic children might be misdiagnosed as having a language impairment or be at risk of having their language difficulties attributed to bilingualism, hence delaying the attainability of appropriate services. Backgrounds with multiple risk factors such as low SES, parental educational level, and unfavorable cultural perceptions might add difficulties to bilingual autistic children's language development. Research demonstrates similar language development patterns in autistic bilingual and their monolingual peers; however, it highlights the lack of understanding of their language abilities compared to typically developing (TD) bilingual children. Most studies to date have been conducted among preschool-aged children, using only the dominant language; moreover, they have lacked comparison to control groups of TD children and have tended to favor middle- to high-SES families. To address these gaps, the broad objective of this research is to evaluate the contribution of different predictors of language skills development in bilingual autistic school-aged children. The first study will develop an adaptation of the research materials and recruitment strategies to achieve cultural and linguistic competence, with parents and community stakeholders as informants of the process. The second study will compare structural language skills in bilingual and monolingual autistic children and age-, gender-, and IQ-matched TD children and determine the relationships of these skills to sociodemographic, clinical, and cultural factors. The third study will compare perceptions of the value of bilingualism among parents of school-aged autistic and TD children to identify whether the interplay of parental perceptions, diagnoses, and other sociodemographic characteristics act as facilitators or barriers to the language development of bilingual autistic children. Applied thematic analysis will guide the adaptation process to offer a systematic method to maximize accessibility, feasibility, and acceptability of the research project. For the other two studies, multivariate analysis of variance (MANOVA) and multiple linear regression analyses will examine the effects of the potential predictors on the language skills of bilingual autistic children. The proposed study will (1) advance our understanding of the interaction of bilingualism and language abilities in autistic children and (2) potentially inform standards for language assessments for Spanish-English speaking bilingual autistic children. The expected results will lay the foundation for an R01 study of bilingual autistic children's specific characteristics related to better outcomes. Our proposal aligns with the strategic plan of the NICD's mission by identifying clinical, linguistic, and demographic markers of typical and atypical language development in bilingual autistic children.

摘要 双语和自闭症谱系障碍（ASD）都在以稳定的速度增长，突出了 迫切需要确定双语能力对自闭症儿童语言技能的贡献。自闭症儿童可能 被误诊为有语言障碍或有语言障碍的风险， 双语制，从而延误了适当服务的提供。具有多种风险因素的背景，如低 社会经济地位、父母教育水平和不利的文化观念可能会增加双语自闭症儿童的学习困难 语言发展研究表明，自闭症双语者的语言发展模式相似， 单语同龄人;然而，它突出了缺乏了解他们的语言能力相比，典型的 发展（TD）双语儿童。迄今为止，大多数研究都是在学龄前儿童中进行的， 主导语言;此外，他们缺乏与TD儿童对照组的比较，并倾向于支持 中等偏上的家庭。为了解决这些差距，本研究的广泛目标是评估 双语自闭症学龄儿童语言技能发展的不同预测因素第一项研究将开发 调整研究材料和招聘战略，以实现文化和语言能力， 家长和社区利益攸关方作为这一进程的知情者。第二项研究将比较结构语言 双语和单语自闭症儿童和年龄，性别和智商匹配的TD儿童的技能，并确定 这些技能与社会人口统计学、临床和文化因素的关系。第三项研究将比较 学龄自闭症和TD儿童的父母双语能力的价值，以确定是否相互作用， 父母的看法、诊断和其他社会人口特征是语言的促进者或障碍 双语自闭症儿童的发展。应用专题分析将指导适应进程， 系统的方法，以最大限度地提高研究项目的可及性，可行性和可接受性。另外两 多变量方差分析（MANOVA）和多元线性回归分析将检查 双语自闭症儿童语言技能的潜在预测因素。建议的研究将（1）促进我们的 理解自闭症儿童双语能力和语言能力的相互作用;（2）潜在地告知 西班牙语-英语双语自闭症儿童语言评估标准。预期的结果将奠定 R 01研究双语自闭症儿童的具体特征与更好的结果有关。我们 通过确定临床、语言和人口统计学标记，该提案与NICD的使命战略计划保持一致 双语自闭症儿童的典型和非典型语言发展。