Evaluation of caregiver supports for early literacy intervention

描述（由申请人提供）：这项工作的长期目标是检查提供给照顾者的理论知情的行为支持的计划变化的影响;照顾者接受这些支持时，实施经验验证的15周早期识字干预与他们的孩子语言障碍（LI）。一项经经验验证的干预措施，用于改善LI儿童的早期识字技能，并可能 减少未来阅读障碍的风险，是坐在一起阅读（星星）;星星的特点是重复阅读的故事书，其中成人嵌入明确的参考印刷相关的目标。当由儿童的照顾者实施时，LI儿童在早期识字技能方面表现出显着的改善，这反过来可能会提高未来的阅读表现。然而，最近的研究表明，护理人员实施的两个“活性成分”的干预，这是必要的，它被交付在所需的强度-强度和剂量-是低的照顾者的一个实质性的子集。通过应用四步的方法来开发理论知情的行为改变干预措施，拟议的研究探讨如何四个行为改变技术（称为奖励，反馈，激励和鼓励），提供隔离和多种组合，可能会影响照顾者的实施干预的强度和剂量，反过来，儿童的结果。为了实现这些目标，这项研究将涉及128名照顾者和他们4岁和5岁的LI儿童，每个人被分配到一个析因实验中的16个不同条件之一。析因设计使我们有足够的能力检测中等规模的影响，并测试特定的行为改变技术本身和多种组合。护理人员将实施为期15周的星星干预，计划强度为60次治疗（治疗期间剂量约为6-8次明确的印刷参考）。研究结果将确定是否可以通过接触理论为基础的行为改变技术，提高照顾者的执行。

DESCRIPTION (provided by applicant): The long-term objective of this work is to examine the impacts of planned variations of theory- informed behavioral supports provided to caregivers; caregivers receive these supports when implementing an empirically validated 15-week early-literacy intervention with their children with language impairment (LI). An empirically validated intervention for improving the early-literacy skills of children with LI, and potentially reducing risk for future reading disability, is Sit Together and Read (STAR); STAR features repeated reading of storybooks in which adults embed explicit references to print-related targets. When implemented by children's caregivers, children with LI show significant improvements in their early-literacy skills, which may in turn boost future reading performance. However, recent studies show that caregiver implementation of two 'active ingredients' of the intervention which are necessary for it to be delivered at the desired strength- intensity and dosage - is low for a substantial subset of caregivers. By applying a four-step approach to developing theory-informed behavior change interventions, the proposed study examines how four behavior-change techniques (referred to as Reward, Feedback, Motivate, and Encourage), delivered in isolation and in multiple combinations, may influence caregivers' implementation of the intervention with respect to intensity and dosage and, in turn, children's outcomes. To address these goals, the study will involve 128 caregivers and their 4- and 5-year- old children with LI, each assigned to one of16 different conditions within a factorial experiment. The factorial design allows us sufficient power to detect medium-sized effects and to test specific behavior-change techniques on their own and in multiple combinations. Caregivers will implement the 15-week STAR intervention at a planned intensity of 60 sessions (within-session dosage of about 6-8 explicit print references). Study results will determine whether caregivers' implementation can be enhanced via exposure to theoretically based behavior change techniques.