Identification of treatment parameters that maximize language treatment efficacy for children. TALK Initiative supplement.

项目摘要 这个补充的广泛，长期的目标是解决儿童语言习得（谈话）， 具体来说，是为了更好地了解晚说话者的发展轨迹和需求。这些是蹒跚学步的孩子 他们在三岁之前不能使用足够多的单词。晚说话与主人有关 包括学业成绩不佳的问题。然而，很难知道哪些蹒跚学步的孩子会成长为 有持续的挑战，并且他们的挑战将得到解决。这既限制了我们对最近 以及我们为迟到者提供高效服务的能力。我们的第一个目标是收集以下信息- 从以前参加我们研究的50名晚说话者中收集数据，看看有多少人在这方面受损或处于危险之中。 语言，言语，阅读，认知和教育成果的条款，几个月到几年后，我们的初始 评估。我们还将使用我们最初研究的数据，看看是否有任何早期指标， 使用CART分析预测以后的结果。我们将使用与年龄相适应的标准化措施， 无论是诊断性的还是描述性的，以及收集教育记录。这将是一个更全面的 比通常进行的测试更能测试前迟到者的技能。因此，我们希望有一个更 全面的图片是什么样的发展看起来像晚说话。至于第二个具体目标，我们计划 从晚说话者的家庭成员和现在年龄较大的晚说话者那里收集定性数据， 了解在家庭和生活中有一个晚说话者的功能和社会影响 成为一个迟到的谈话者。几乎没有关于养育一个晚说话者的功能现实的工作 或者是个迟到的人我们需要了解这种诊断如何影响日常生活。我们将共同创建面试 与焦点小组中晚说话者的家庭成员一起提问，并使用这些问题采访家庭成员 成员和迟到者自己。将使用循证图片绘制方案作为 采访过程中，现在的老年人晚说话。将使用专题分析法对数据进行分析。最后，为了我们的 第三个具体目标是，我们计划创建一个共享协议，以便研究晚说话者的研究人员可以 聚合数据以回答需要比单个实验室容易获得的更大数据集的问题。我们 将包括其他研究人员的输入，以确保该协议将是有用的， 容易接近

Project Summary The broad, long-term objective of this supplement is to Tackle Acquisition of Language In Kids (TALK), specifically, to better understand the developmental trajectory and needs of late-talkers. These are toddlers who are not using as many words as they should before the age of three. Late talking is associated with a host of later issues including poor academic outcomes. However, it is difficult to know which toddlers will grow to have persistent challenges, and whose challenges will resolve. This limits both our understanding of late talking and our ability to serve late talkers efficiently and effectively. Our first specific aim is to collect follow- up data from 50 of the late talkers formerly enrolled in our study to see how many are impaired or at-risk in terms of language, speech, reading, cognition, and educational outcomes months to years after our initial assessments. We will also use data from our original study to see if there are any early indicators that predict later outcomes, using CART analysis. We will use age-appropriate standardized measures that are either diagnostic or descriptive, as well as collecting educational records. This will be a more comprehensive examination of former late-talkers’ skills than is usually performed. Thus, we hope to have a more comprehensive picture of what development looks like for late talkers. For our second specific aim, we plan to collect qualitative data from family members of late talkers and the, now older, late-talkers to better understand the functional and social effects of having a Late Talker in the family and the lived experience of being a Late Talker. There is almost no work on the functional reality of parenting a late talker or being a late talker. We need to understand how this diagnosis impacts daily life. We will co-create interview questions with family members of late talkers in a focus group and use the questions to interview family members and late-talkers themselves. An evidence-based picture drawing protocol will be used as part of the interview process for the now-older late talkers. Data will be analyzed using thematic analysis. Finally, for our third specific aim, we plan to create a sharing protocol so that researchers studying late talkers can aggregate data to answer questions that require larger data sets than single labs can easily obtain. We will include input from other researchers studying late-talking to ensure the protocol will be useful and accessible.