How Single-Word and Telegraphic Simplification Affects Language Processing and Word Learning in Young Children with Autism Spectrum Disorder

单个单词和电报简化如何影响患有自闭症谱系障碍的幼儿的语言处理和单词学习

• 批准号: 10599344
• 负责人: Courtney E Venker
• 金额: $ 71.45万
• 依托单位: MICHIGAN STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10599344
• 关键词: 4 year old; Address; Adopted; Adult; Affect; Agreement; Behavioral; Characteristics; Child; Child Language; Clinical; Cognitive; Cues; Data; Development; Evidence based practice; Exclusion; Exposure to; Goals; Hearing; Intervention; Knowledge; Language; Language Delays; Language Development; Learning; Learning Disorders; Length; Linguistics; Maps; Measures; National Institute on Deafness and Other Communication Disorders; Observational Study; Outcome; Participant; Process; Quality of life; Recommendation; Schools; Severities; Speech; Standardization; Structure; Time; Work; autistic children; clinical application; clinical practice; improved; language processing; minimally verbal; negative affect; processing speed; skills; social relationships; theories; tool; verbal; word learning

PROJECT SUMMARY/ABSTRACT The vast majority of young children with autism spectrum disorder (ASD) demonstrate severe and persistent delays in language development that negatively impact their ability to form social relationships, succeed in school, and achieve an optimal quality of life. Given the severity of language delays and their lasting impact, many interventions have been developed to improve language skills in children with ASD. A central strategy in such interventions is for adults to modify the way they speak to help children understand and learn from spoken language—for example, by simplifying their utterances, relative to utterance length in adult conversation. However, the field lacks controlled, experimental evidence regarding how linguistic simplification impacts children’s ability to understand and learn from spoken language. This gap in knowledge poses a significant barrier to evidence-based practice and scientific progress. Fortunately, our team has validated and refined the tools needed to address the limitations of prior work. In the proposed study, we adopt the looking- while-listening paradigm to examine real-time effects of utterance simplification on children’s language processing and word learning. As a screen-based task, looking-while-listening has limited behavioral task demands, making it appropriate for children with a wide range of abilities (including those who are minimally verbal). The objective of the proposed project is to determine how linguistic simplification affects language processing and word learning in young children with ASD. Participants will be 104 children with ASD (2 – 4 years old) with a broad range of abilities. Children will complete standardized assessments and looking-while- listening tasks. Based on strong preliminary data, our central hypothesis is that simplification will negatively affect processing and learning. This central hypothesis will be addressed by 3 Specific Aims: 1) Determine how single-word and telegraphic simplification affects language processing in young children with ASD. 2) Determine how single-word and telegraphic simplification affects word learning in young children with ASD. 3) Evaluate child characteristics that may moderate the effects of linguistic simplification on language processing and word learning in young children with ASD. Regardless of the outcome, these results will have a strong impact on theory and clinical practice. Findings will be significant because they will determine how linguistic simplification affects children’s ability to understand and learn from spoken language. This project will also contribute to our long-term goal of systematically evaluating the components (and likely active ingredients) of early language interventions.

项目概要/摘要 绝大多数患有自闭症谱系障碍 (ASD) 的幼儿表现出严重且持续的症状 语言发展迟缓会对他们建立社会关系、成功的能力产生负面影响 学校，并实现最佳的生活质量。鉴于语言发育迟缓的严重性及其持久影响， 已经制定了许多干预措施来提高自闭症谱系障碍儿童的语言技能。一个中心战略 这种干预措施是让成年人改变他们说话的方式，以帮助孩子理解和学习 口语——例如，相对于成人的话语长度，简化他们的话语 对话。然而，该领域缺乏关于语言简化如何进行的受控实验证据 影响儿童理解和学习口语的能力。这种知识差距造成了 循证实践和科学进步的重大障碍。幸运的是，我们的团队已经验证并 完善了解决先前工作局限性所需的工具。在拟议的研究中，我们采用了寻找 - 边听范式检查言语简化对儿童语言的实时影响 处理和单词学习。作为一项基于屏幕的任务，边看边听的行为任务有限 要求，使其适合具有多种能力的儿童（包括那些能力最低的儿童） 口头）。拟议项目的目标是确定语言简化如何影响语言 患有自闭症谱系障碍 (ASD) 的幼儿的处理和文字学习。参与者将是 104 名患有自闭症谱系障碍 (ASD) 的儿童（2 – 4 岁）具有广泛的能力。孩子们将完成标准化评估并边看边看—— 听力任务。基于强有力的初步数据，我们的中心假设是简化会对 影响处理和学习。这一中心假设将通过 3 个具体目标来解决：1) 确定如何 单个单词和电报的简化会影响患有自闭症谱系障碍的幼儿的语言处理。 2） 确定单个单词和电报简化如何影响患有自闭症谱系障碍的幼儿的单词学习。 3） 评估可能调节语言简化对语言处理影响的儿童特征 以及患有自闭症谱系障碍 (ASD) 的幼儿的单词学习。无论结果如何，这些结果都将产生强有力的影响 对理论和临床实践的影响。研究结果将具有重要意义，因为它们将决定语言如何 简化会影响儿童理解和学习口语的能力。该项目还将 有助于我们系统评估其成分（以及可能的活性成分）的长期目标 早期语言干预。

项目成果

A commentary on children's books about autism: What messages do they send about neurodiversity?

关于自闭症儿童书籍的评论：它们传达了关于神经多样性的哪些信息？

• DOI: 10.1002/aur.3081
• 发表时间: 2024
• 期刊: Autism research : official journal of the International Society for Autism Research
• 作者: Venker,CourtneyE;Lorang,Emily
• 通讯作者: Lorang,Emily

Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary.

• DOI: 10.1002/aur.2796
• 发表时间: 2022-10
• 期刊: AUTISM RESEARCH
• 影响因子: 4.7
• 作者: Frost, Kyle M.;Ingersoll, Brooke;Venker, Courtney E.
• 通讯作者: Venker, Courtney E.