Predictors of language skills in bilingual children with autism spectrum disorder (ASD)

患有自闭症谱系障碍 (ASD) 的双语儿童语言技能的预测因子

• 批准号: 10333465
• 负责人: Cecilia Montiel-Nava
• 金额: $ 11.1万
• 依托单位: UNIVERSITY OF TEXAS RIO GRANDE VALLEY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-03-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10333465
• 关键词: Address; Affect; Age; Analysis of Variance; Characteristics; Child; Clinical; Communication; Communities; Competence; Comprehension; Control Groups; Data; Development; Diagnosis; Diagnostic; Documentation; Educational Background; Educational Status; Environment; Evaluation; Exposure to; Family; Fostering; Foundations; Funding Mechanisms; Gender; Goals; Health Services Accessibility; Health system; Institution; Intervention; Knowledge; Language; Language Development; Lead; Linear Regressions; Linguistics; Low income; Measures; Methods; Mission; Multivariate Analysis; Nursery Schools; Outcome; Parents; Participant; Pathway interactions; Pattern; Perception; Performance; Population; Process; Public Health; Recording of previous events; Reduce health disparities; Regression Analysis; Research; Research Project Grants; Risk; Risk Factors; Sampling; School-Age Population; Semantics; Services; Solid; Strategic Planning; Symptoms; System; Testing; Time; Translating; aged; autism spectrum disorder; autistic; autistic children; base; bilingualism; community based participatory research; comparison group; cultural competence; design; experience; health disparity; higher education; improved; informant; innovation; language impairment; low socioeconomic status; peer; recruit; school district; skill acquisition; skills; social; sociodemographics

ABSTRACT Both bilingualism and autism spectrum disorder (ASD) are growing more prevalent at a steady rate, highlighting the urgent need to identify bilingualism's contribution to the language skills of autistic children. Autistic children might be misdiagnosed as having a language impairment or be at risk of having their language difficulties attributed to bilingualism, hence delaying the attainability of appropriate services. Backgrounds with multiple risk factors such as low SES, parental educational level, and unfavorable cultural perceptions might add difficulties to bilingual autistic children's language development. Research demonstrates similar language development patterns in autistic bilingual and their monolingual peers; however, it highlights the lack of understanding of their language abilities compared to typically developing (TD) bilingual children. Most studies to date have been conducted among preschool-aged children, using only the dominant language; moreover, they have lacked comparison to control groups of TD children and have tended to favor middle- to high-SES families. To address these gaps, the broad objective of this research is to evaluate the contribution of different predictors of language skills development in bilingual autistic school-aged children. The first study will develop an adaptation of the research materials and recruitment strategies to achieve cultural and linguistic competence, with parents and community stakeholders as informants of the process. The second study will compare structural language skills in bilingual and monolingual autistic children and age-, gender-, and IQ-matched TD children and determine the relationships of these skills to sociodemographic, clinical, and cultural factors. The third study will compare perceptions of the value of bilingualism among parents of school-aged autistic and TD children to identify whether the interplay of parental perceptions, diagnoses, and other sociodemographic characteristics act as facilitators or barriers to the language development of bilingual autistic children. Applied thematic analysis will guide the adaptation process to offer a systematic method to maximize accessibility, feasibility, and acceptability of the research project. For the other two studies, multivariate analysis of variance (MANOVA) and multiple linear regression analyses will examine the effects of the potential predictors on the language skills of bilingual autistic children. The proposed study will (1) advance our understanding of the interaction of bilingualism and language abilities in autistic children and (2) potentially inform standards for language assessments for Spanish-English speaking bilingual autistic children. The expected results will lay the foundation for an R01 study of bilingual autistic children's specific characteristics related to better outcomes. Our proposal aligns with the strategic plan of the NICD's mission by identifying clinical, linguistic, and demographic markers of typical and atypical language development in bilingual autistic children.

抽象的 双语和自闭症谱系障碍 (ASD) 都在以稳定的速度增长，这凸显了 迫切需要确定双语对自闭症儿童语言技能的贡献。自闭症儿童可能是 被误诊为有语言障碍或有语言困难的风险 双语，从而延迟了适当服务的获得。具有多种风险因素的背景，例如低 社会经济地位、父母教育水平和不利的文化观念可能会增加双语自闭症儿童的困难 语言发展。研究表明，自闭症双语患者和他们的语言发展模式相似 只会说一种语言的同龄人；然而，它突显了与通常情况相比，他们对语言能力缺乏了解 发展中（TD）双语儿童。迄今为止，大多数研究都是在学龄前儿童中进行的，仅使用 主导语言；此外，他们缺乏与 TD 儿童对照组的比较，并且倾向于偏爱 中高社会经济地位家庭。为了弥补这些差距，本研究的总体目标是评估 双语自闭症学龄儿童语言技能发展的不同预测因素。第一项研究将展开 调整研究材料和招聘策略以实现文化和语言能力， 家长和社区利益相关者作为该过程的知情人。第二项研究将比较结构语言 双语和单语自闭症儿童以及年龄、性别和智商匹配的 TD 儿童的技能，并确定 这些技能与社会人口、临床和文化因素的关系。第三项研究将比较看法 双语对学龄自闭症和TD儿童家长的价值，以确定双语是否相互作用 父母的看法、诊断和其他社会人口特征对语言起到促进或障碍的作用 双语自闭症儿童的发展。应用主题分析将指导适应过程，以提供 最大限度地提高研究项目的可及性、可行性和可接受性的系统方法。对于另外两个 研究、多元方差分析 (MANOVA) 和多元线性回归分析将检验以下因素的影响 双语自闭症儿童语言技能的潜在预测因素。拟议的研究将（1）推进我们的 了解自闭症儿童双语和语言能力之间的相互作用，以及（2）可能提供信息 西班牙语-英语双语自闭症儿童的语言评估标准。预期结果将奠定 为 R01 研究双语自闭症儿童与更好的结果相关的具体特征奠定了基础。我们的 该提案通过确定临床、语言和人口特征标记，与 NICD 使命的战略计划保持一致 双语自闭症儿童的典型和非典型语言发展。