Improving Language and Literacy Outcomes for Kindergarten Children with Language Impairment:A Behavior Regulation Intervention

项目摘要/摘要 这项研究的主要目的是确定干预措施的可行性。 用语言提高幼儿园儿童的行为规范技能 减值(LI)。行为规范指的是儿童专注于一项任务或 活动，记住该任务的规则和方向，并抑制他们首选的 对当前任务的预期有利的行动或愿望。本主题是 重要的是，患有LI的儿童往往比他们的孩子行为调节能力更弱 典型的发展同龄人，以及强大的行为规范技能与 提高语言和识字成绩。 据稀有的干预研究语料库报道，研究人员已经 行为规范被认为是一种可延展性结构，接受 行为调控干预不仅在行为调控方面有所收获 不仅是在他们的能力上，而且在他们的语言和识字结果上也是如此。然而，这些研究 解决了单独针对典型发育和高危儿童的行为规范问题 被嵌入到常规课堂课程中，因此很难将 行为调节对LI儿童结局的独特贡献。因此， 拟议的研究的主要目的是评估一种行为的可行性 对有李氏症的幼儿园儿童的监管和改进现有干预措施 文献1)在拉出环境中进行干预而不是在 课堂课程，2)利用经临床鉴定的幼儿园儿童样本 李目前在公立学校接受语言治疗，3)利用 跨研究结构的一组创新评估措施，以全面捕获 儿童技能的变化。本研究的研究目标有两个：1) 评估行为规范干预的可行性，以促进 学龄前儿童注意、记忆和抑制控制的研究 评估改善注意力、记忆力和情绪的调节和调节效果 学龄前儿童语言和识字成绩的抑制性控制 在公立学校接受语言治疗。 将采用前测/后测设计，让有Li(N)的幼儿园儿童 =72)将被随机分配到治疗组(行为调节干预) 或对照组(精细运动学习)。治疗组将进行两次，30次- 每周每分钟，连续8周。在这些课程中，孩子们 会在注意、记忆和抑制性控制方面得到明确的指导 适合儿童的游戏和活动(例如，西蒙说)。对照组中的儿童 小组还将连续8周每周进行两次30分钟的训练； 然而，他们的时间将被花在与之无关的精细运动活动上(例如，跟踪、系带) 这项研究的结果。儿童的行为规范、语言和识字能力 在干预之前和之后进行评估，以确定这一点的可行性 改善儿童直接(注意力、记忆力、抑制性控制)和 间接的(语言和识字)结果。

Project Summary/Abstract The primary aim of this study is to determine the feasibility of an intervention for improving the behavior regulation skills of kindergarten children with language impairment (LI). Behavior regulation refers to a child's ability to attend to a task or activity, remember the rules and directions of that task, and inhibit their preferred actions or desires in favor of the expectations for the current task. This topic is significant as children with LI tend to have weaker behavior regulation skills than their typically-developing peers, and strong behavior regulation skills have been linked to improved language and literacy outcomes. As reported in a sparse corpus of intervention studies, researchers have identified behavior regulation as a malleable construct and that children who receive behavior regulation interventions show gains not only in their behavior regulation abilities, but also in their language and literacy outcomes. However, these studies addressed behavior regulation for typically-developing and at-risk children alone and were embedded within the regular classroom curriculum, making it difficult to isolate the unique contribution of behavior regulation on outcomes for children with LI. Therefore, the proposed study has the primary aim of assessing the feasibility of a behavior regulation for kindergarten children with LI and improves upon the existing intervention literature by 1) conducting the intervention in a pull-out setting rather than in a classroom curriculum, 2) utilizing a clinically-identified sample of kindergarten children with LI currently receiving language therapy in the public schools, and 3) utilizing an innovative battery of assessment measures across study constructs to fully capture change in children’s skills. Two research aims are addressed in the current study: 1) Evaluate the feasibility of a behavior regulation intervention which promotes the attention, memory, and inhibitory control of kindergarten children with LI, and 2) Evaluate the mediation and moderation effects of improved attention, memory, and inhibitory control on the language and literacy outcomes of kindergarten children with LI receiving language therapy in the public schools. A pre-test/post-test design will be used in which kindergarten children with LI (N = 72) will be randomly assigned to a treatment group (behavior regulation intervention) or a control group (fine motor learning). The treatment group will engage in two, 30- minute sessions each week for 8 consecutive weeks. During these sessions, children will receive explicit instruction in attention, memory, and inhibitory control in the context of child-appropriate games and activities (e.g., Simon Says). Children in the control group will also engage in two, 30-minute sessions each week for 8 consecutive weeks; however, their time will be spent in fine motor activities (e.g., tracing, lacing) not related to the outcomes of the study. Children's behavior regulation, language, and literacy will be assessed prior to and following intervention to determine the feasibility of this intervention at improving children's direct (attention, memory, inhibitory control) and indirect (language and literacy) outcomes.