Penetrating the classroom social network for children with language impairment via peer-mediated intervention

通过同伴介导的干预渗透语言障碍儿童的课堂社交网络

• 批准号: 10227797
• 负责人: Laura M. Justice
• 金额: $ 22.78万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10227797
• 关键词: 5 year old; Age; Behavior; Behavioral; Child; Child Language; Complex; Computers; Critical Pathways; Developmental Disabilities; Disabled Children; Engineering; Enrollment; Exclusion; Exhibits; Experimental Designs; Exposure to; Frequencies; Future; Gender; Grain; Growth; Health; Incidence; Intervention; Language; Language Development; Lead; Linguistics; Link; Location; Mediating; Mediation; Modeling; Monitor; Nursery Schools; Outcome; Participant; Pathway Analysis; Pathway interactions; Periodicity; Play; Predisposition; Process; Pupil; Randomized; Research; Research Personnel; Role; Schools; Scientific Advances and Accomplishments; Social Interaction; Social Network; Social Processes; Social status; Socialization; Technology; Testing; Time; Training; Underachievement; Victimization; Voice; Waiting Lists; autistic children; base; design; disability; experience; experimental study; falls; improved; indexing; innovation; interest; intervention effect; language impairment; learning strategy; maltreatment; multidisciplinary; peer; peer victimization; response; skills; social; social exclusion; social skills; social structure; teacher; therapy design; treatment research

Project Summary/Abstract This exploratory experiment is designed to determine the extent to which the socialization experiences and social, behavioral, and linguistic skills of preschoolers with language impairment (LI) can be improved. We implement a peer-mediated intervention in 30 inclusive preschool classrooms, randomly assigned to treatment or control in a wait-list design experiment. A focal child (n = 30) is identified in each classroom, representing a child with LI (3 to 5 years of age) who exhibits the poorest pragmatic-language skills and highest level of social exclusion in the classroom. Over a 12-week period, the focal children will receive peer-mediated intervention from identified peers, who use strategies to engage the focal child socially during center time, as supported by a classroom facilitator (teacher, aide). Outcomes of interest include the overarching classroom social network and its embedded socialization processes (e.g., frequency to child-to-child interaction), the focal child’s interactions with peers and exposure to peer talk, and the focal child’s social, behavioral, and linguistic skills. The study employs state-of-the-art social network analyses to represent the classroom network at the child, dyad, and network level and is dynamically modeled over the academic year using advanced location-tracking technologies and voice-activated recorders to capture incoming and outgoing peer talk for the focal child. We anticipate the results of this study to yield significant theoretical and scientific impact. Theoretically, we propose that improved socialization experiences in the preschool classroom can disrupt the social exclusion and peer maltreatment experienced by children with LI, leading to accelerated growth in social, behavioral, and linguistic outcomes for children with LI. We can test the mediated relations between peer-mediated intervention and child outcomes to assess these direct and indirect pathways. Scientifically, our multidisciplinary team is poised to pursue best-in-class health-relevant research integrating complex technologies and dynamic modeling of social networks to improve intervention design and conceptualizations, and will provide proof-of-concept for integrating these approaches into future research on the socialization of children and others with disabilities.

项目摘要/摘要 该探索性实验旨在确定社会化经历和 具有语言障碍的学龄前儿童的社会，行为和语言技能（LI）可以改善。我们 在30个包容的学龄前教室中实施同伴介导的干预措施，随机分配给治疗 或在等待名单设计实验中进行控制。在每个教室中都确定了一个焦点儿童（n = 30），代表 LI（3至5岁）的孩子表现出最糟​​糕的务实语言技能和最高水平的社交技巧 在课堂上排除。在12周的时间内，焦点儿童将接受同伴介导的干预 来自已确定的同龄人，他们在中心时期使用策略在社交上与焦点儿童互动 教室主持人（教师，助手）。感兴趣的结果包括总体课堂社交网络 及其嵌入的社会化过程（例如，频率到孩子到孩子的互动），焦点儿童的 与同龄人的互动，接触同伴谈话，以及焦点儿童的社交，行为和语言技能。 研究员工最先进的社交网络分析代表孩子的课堂网络， 二元组和网络级别，并在学年中使用先进的位置跟踪进行动态建模 技术和语音激活记录，以捕捉焦点儿童的传入和传出同伴谈话。我们 预测这项研究的结果以产生重大的理论和科学影响。理论上，我们提出 在学龄前教室中改善的社交经历会破坏社会排斥和同伴 Li患儿童经历的虐待，导致社会，行为和语言的加速增长 李儿童的结果。我们可以测试同伴介导的干预措施与 儿童结果评估这些直接和间接途径。从科学上讲，我们的多学科团队被毒 购买一流的与健康相关的研究整合复杂技术和动态建模 社交网络改善干预设计和概念化，并将为 将这些方法整合到有关儿童和其他残疾人社会化的未来研究中。