Relationship between Child Behavior and Early Language Interaction Quality

项目总结/摘要 发育性语言障碍（DLD）影响大约7-10%的10岁儿童 （Norbury & Sonuga-Barke，2017; Tomblin等人，1997年）。患有DLD的儿童可能会经历终身困难 与语言理解和跨语境的使用，如社会沟通或学术（主教 例如，2017年）。早期语言缺陷与以后生活中的不良心理社会后果有关 （Conti-Ramsden等人，2018; St Clair等人，2011年），以及行为问题的风险增加（紫杉& O'Kearney，2013）。与DLD类似，生命早期的行为挑战在整个发展过程中趋于稳定 （Huesmann等人，2009年），并冲击学术和社会功能（Gifford-Smith & Brownell，2003年; Kremer等人，2016）。纵向数据表明，儿童的语言在塑造他们的语言中起着因果作用。 发育过程中的行为特征（Bornstein等人，2013; Petersen & LeBeau，2020）。但 儿童行为对早期互动质量的影响尚未得到探讨。这是有问题的，因为 发展理论（Bronfenbrenner & Morris，2007）和经验数据（Fuchs et al.，2013; Muris等人， 2003）表明，儿童的行为可能会影响早期的亲子互动质量。早期的质量 父母与孩子的互动是儿童语言能力的重要决定因素（Hirsh-Pasek等人，2015）。 因此，儿童行为对早期互动质量的影响可能与语言有关 结果。缺乏与行为对早期互动质量的影响相关的数据是一个关键的问题， 早期语言干预的证据缺口。 拟议的项目旨在解决这一差距的证据，确定，在儿童的风险， 对于2;6 - 4;0（岁;月）之间的持续DLD，儿童行为特征对 他们在自然的亲子互动中的沟通反应（目标1）。该项目还将 研究儿童的行为如何影响他们在三种情境下的互动（目标2）。 最后，本研究将探讨父母在与孩子互动时，如何运用沟通修复策略 有典型的发展或混乱的语言（目标3）。这些数据将阐明 儿童行为和早期互动质量在人群中处于持续性DLD的风险，并将指向未来 研究问题。 这项培训补助金将为申请人未来的职业生涯做好准备，作为一名独立的研究人员， 早期语言干预通过纳入临床试验指导、高级统计培训， 考虑到多元文化能力和实施科学，拟议的培训计划将 为申请人从事博士后工作做好准备。这一计划还包括出席相关会议， 支持传播调查结果并与潜在合作者建立联系。导师团队，沿着 在坦普尔大学的支持和设备齐全的环境，将促进成功完成 提出的研究和培训目标。

Project Summary/Abstract Developmental language disorder (DLD) impacts approximately 7-10% of kindergarten-aged children (Norbury & Sonuga-Barke, 2017; Tomblin et al., 1997). Children with DLD may experience lifelong difficulties with language comprehension and use across contexts, such as social communication or academics (Bishop et al., 2017). Early language weaknesses are associated with adverse psychosocial outcomes later in life (Conti‐Ramsden et al., 2018; St Clair et al., 2011), as well as increased risk of conduct problems (Yew & O'Kearney, 2013). Similar to DLD, behavioral challenges early in life tend to be stable across development (Huesmann et al., 2009) and impinge on academic and social functioning (Gifford-Smith & Brownell, 2003; Kremer et al., 2016). Longitudinal data suggest that children's language plays a causal role in shaping their behavioral profiles across development (Bornstein et al., 2013; Petersen & LeBeau, 2020). However, the impact of child behavior on early interaction quality remains unexplored. This is problematic given that developmental theory (Bronfenbrenner & Morris, 2007) and empirical data (Fuchs et al., 2013; Muris et al., 2003) suggest that children's behavior may influence early parent-child interaction quality. The quality of early parent-child interactions is an important determinant of later child language ability (Hirsh-Pasek et al., 2015). Thus, the influence of child behavior on early interaction quality may be clinically relevant for language outcomes. The lack of data related to the impact of behavior on early interaction quality represents a critical gap in the evidence for early language interventions. The proposed project seeks to address this gap in the evidence by determining, within children at risk for persistent DLD between the ages of 2;6 – 4;0 (years;months), the impact of children's behavioral profiles on their communicative responsiveness during a naturalistic parent-child interaction (Aim 1). This project will also examine how children's behavior impacts their participation in an interaction across three contexts (Aim 2). Finally, this project will explore parent use of communication repair strategies during interactions with children who have typically developing or disordered language (Aim 3). These data will clarify the relationship between child behavior and early interaction quality within a population at risk for persistent DLD and will point to future research questions. This training grant will prepare the applicant for a future career as an independent researcher studying early language interventions. Through its inclusion of clinical trial instruction, advanced statistical training, as well as consideration of multicultural competence and implementation science, the proposed training plan will prepare the applicant for post-doctoral work. This plan also includes attending relevant conferences, which will support dissemination of findings and networking with potential collaborators. The mentorship team, along with a supportive and well-equipped environment at Temple University, will facilitate the successful completion of the proposed research and training aims.