Language Development and Social Interaction in Children with Hearing Loss

听力损失儿童的语言发展和社交互动

• 批准号: 10605307
• 负责人: DANIEL S MESSINGER
• 金额: $ 29.08万
• 依托单位: UNIVERSITY OF MIAMI CORAL GABLES
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-02-01 至 2026-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10605307
• 关键词: 2 year old; 3 year old; 4 year old; Affect; Age; Age Months; Behavior; Behavioral; Biological Assay; Child; Child Development; Child Language; Cochlear Implants; Cochlear implant procedure; Competence; Complex; Computer Models; Data; Development; Developmental Process; Early Intervention; Enrollment; Exposure to; Fertile Period; Growth; Hearing; Hearing Aids; Impairment; Individual; Individual Differences; Intervention; Language; Language Delays; Language Development; Life; Location; Measurement; Measures; Mediating; Modeling; Movement; Nursery Schools; Oral; Participant; Pattern; Physics; Positioning Attribute; Process; Quality of life; Reproducibility; Role; Sampling; Schools; Severities; Social Development; Social Interaction; Socioeconomic Status; Speech; Speech Development; Standardization; Statistical Models; Testing; Time; Veins; automated analysis; biological sex; cohort; cost; data de-identification; deafness; design; hearing impairment; improved; indexing; innovation; multilevel analysis; peer; scaffold; social; social contact; social relationships; societal costs; teacher; temporal measurement; tool; vocalization

Project Summary This project uses objectively measured, longitudinal data to capture the vocal interactions of children with hearing loss in order to understand everyday factors that facilitate their language development. Significance. Hearing loss (HL) is associated with delays and difficulties in social and language development. Even with cochlear implantation (CI), HL is a life-altering condition with high social costs. Inclusion of children with HL and typically hearing (TH) peers in preschool classrooms is a national standard, but little is known about how early interaction contributes to the language development of these children. The project premise, supported by preliminary data, holds that language-mediated interactions with peers and teachers in inclusive classrooms positively influences the language development of both children with HL and their TH peers. Innovation. Temporally intensive, objective measurements of child and teacher movement in classrooms will be synchronized with automated analysis of continuously recorded, child-specific audio recordings. Computational modeling of child location and orientation within classrooms will indicate when children are in social contact with their peers and teachers, fertile periods for language-mediated interaction. Approach. Participants will include 125 children (55 with hearing loss who have cochlear implants or hearing aids, and 70 with typical hearing) who are enrolled in three inclusive oral language classrooms. Children will be observed longitudinally in an early preschool (2-year-old), preschool (3-year-old), and pre-kindergarten (4-year-old) classes. Each class will be observed once per year over the 5 year project. (15 unique classes). Objective measurements of social contact and language use occur twice a month while standardized assessments of receptive/expressive language competencies occur at the beginning and end of the school year. Aim 1. Determine whether exposure to partner speech during periods of social contact longitudinally predicts speech to those partners during social contact. Overall, higher levels of socially mediated exposure to peer and teacher speech are hypothesized to predict higher speech to those partners. Socially mediated exposure to more vocally responsive partner speech and more phonemically complex speech is hypothesized to yield higher rates of more phonemically complex child speech. Aim 2. Determine the longitudinal influence of speech to partners during social contact on the development of children's language competencies. Children's speech to peers and teachers—particularly more phonemically complex speech—is hypothesized to be associated with increases in their assessed language competencies. Aim 3. Determine whether hearing loss directly or indirectly impacts the longitudinal development of speech to partners during social contact and assessed language competencies. In addition to testing for differences between children with HL and TH, Aim 3 explores whether associations between socially mediated vocal interactions and the development of language competencies differs among children with HL on the basis of factors such as hearing age (time since augmented hearing). Aim 3 also explores the role of other individual differences such as biological sex and SES indices on patterns of interactive speech with partners and assessed language competencies. Rigor and reproducibility will be enhanced by the use of objective measurement, data-driven computational models, and dissemination of study tools and de-identified data.

项目摘要 该项目使用客观测量的纵向数据来捕获听力损失儿童的声音互动 为了了解每天有助于其语言发展的因素。意义。听力损失（HL）是 与社会和语言发展的延误和困难有关。即使有人工耳蜗（CI），HL还是一个 改变生活的状况，社会成本高。包括HL的儿童，通常在学前班中听到（Th）同龄人 教室是国家标准 这些孩子。在初步数据支持的项目前提下，语言介导的互动与 包容性教室的同龄人和老师积极影响HL和HL儿童的语言发展 他们的同龄人。创新。在课堂上对儿童和教师运动的时间密集，客观的测量 将通过对连续记录的，特定于儿童的录音的自动分析进行同步。计算 在教室内建模儿童位置和定位将表明儿童何时与他们的社交接触 同龄人和老师，语言介导的互动的肥沃时期。方法。参与者将包括125个孩子（55个孩子 有耳蜗的听力损失或助听器，以及70个典型听力） 包容性的口服语言教室。将在早期的学龄前（2岁）的学前班中纵向观察孩子 （3岁）和幼儿园（4岁）课程。在5年项目中，每个课程将每年观察一次。 （15个独特的类）。社会接触和语言使用的客观测量每月两次发生，而标准化 接受接受/表达语言能力的评估发生在学年的开始和结束时。目标1。 确定在社交接触期间是否纵向预测对那些人的演讲 社交接触期间的伴侣。总体而言，更高水平的社会介导的对同伴和教师演讲的接触是 假设可以预测那些伴侣的更高语音。社会介导的接触更具声音响应的合作伙伴 假设语音和更复杂的语音语音以产生更高的电话复杂的孩子的速度 演讲。目标2。确定社会接触期间对伴侣言语对伴侣的纵向影响对发展的发展 儿童的语言能力。儿童对同龄人和老师的讲话 - 尤其是语音更复杂的 语音 - 假设与评估语言能力的提高有关。目标3。确定 听力损失是直接还是间接影响社会期间对伴侣的纵向发展 联系和评估语言能力。除了测试HL和TH儿童之间的差异外， AIM 3探讨了社会介导的声音互动与语言发展之间的关联是否 HL儿童的能力在听力年龄（增强听证会以来的时间）的基础上有所不同。 AIM 3还探讨了其他个体差异的作用，例如生物性别和SES指数 与合作伙伴和评估语言能力的互动演讲。严格和可重复性将通过 使用客观测量，数据驱动的计算模型以及研究工具和去识别数据的传播。