How Single-Word and Telegraphic Simplification Affects Language Processing and Word Learning in Young Children with Autism Spectrum Disorder

单个单词和电报简化如何影响患有自闭症谱系障碍的幼儿的语言处理和单词学习

• 批准号: 10419029
• 负责人: Courtney E Venker
• 金额: $ 73.52万
• 依托单位: MICHIGAN STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10419029
• 关键词: 4 year old; Address; Adopted; Adult; Affect; Agreement; Behavioral; Characteristics; Child; Child Language; Clinical; Cognitive; Cues; Data; Development; Ensure; Evidence based practice; Exposure to; Goals; Hearing; Intervention; Knowledge; Language; Language Delays; Language Development; Learning; Learning Disorders; Length; Linguistics; Measures; National Institute on Deafness and Other Communication Disorders; Observational Study; Outcome; Participant; Process; Quality of life; Recommendation; Schools; Severities; Speech; Standardization; Structure; Time; Work; autistic children; base; clinical application; clinical practice; improved; language processing; negative affect; processing speed; skills; social relationships; theories; tool; word learning

PROJECT SUMMARY/ABSTRACT The vast majority of young children with autism spectrum disorder (ASD) demonstrate severe and persistent delays in language development that negatively impact their ability to form social relationships, succeed in school, and achieve an optimal quality of life. Given the severity of language delays and their lasting impact, many interventions have been developed to improve language skills in children with ASD. A central strategy in such interventions is for adults to modify the way they speak to help children understand and learn from spoken language—for example, by simplifying their utterances, relative to utterance length in adult conversation. However, the field lacks controlled, experimental evidence regarding how linguistic simplification impacts children’s ability to understand and learn from spoken language. This gap in knowledge poses a significant barrier to evidence-based practice and scientific progress. Fortunately, our team has validated and refined the tools needed to address the limitations of prior work. In the proposed study, we adopt the looking- while-listening paradigm to examine real-time effects of utterance simplification on children’s language processing and word learning. As a screen-based task, looking-while-listening has limited behavioral task demands, making it appropriate for children with a wide range of abilities (including those who are minimally verbal). The objective of the proposed project is to determine how linguistic simplification affects language processing and word learning in young children with ASD. Participants will be 104 children with ASD (2 – 4 years old) with a broad range of abilities. Children will complete standardized assessments and looking-while- listening tasks. Based on strong preliminary data, our central hypothesis is that simplification will negatively affect processing and learning. This central hypothesis will be addressed by 3 Specific Aims: 1) Determine how single-word and telegraphic simplification affects language processing in young children with ASD. 2) Determine how single-word and telegraphic simplification affects word learning in young children with ASD. 3) Evaluate child characteristics that may moderate the effects of linguistic simplification on language processing and word learning in young children with ASD. Regardless of the outcome, these results will have a strong impact on theory and clinical practice. Findings will be significant because they will determine how linguistic simplification affects children’s ability to understand and learn from spoken language. This project will also contribute to our long-term goal of systematically evaluating the components (and likely active ingredients) of early language interventions.

项目摘要/摘要 自闭症谱系障碍（ASD）的绝大多数幼儿表现出严重和持久的 语言发展的延误会对他们建立社会关系的能力产生负面影响，成功 学校，并实现最佳的生活质量。鉴于语言延迟的严重性及其持久影响， 已经开发了许多干预措施来提高ASD儿童的语言技能。中心策略 这种干预措施是为了使成年人修改他们的讲话方式，以帮助孩子理解和学习 口语 - 例如，通过简化其话语，相对于成人的话语长度 对话。但是，该领域缺乏有关语言简化的受控的实验证据 影响儿童从口语中理解和学习的能力。知识位置的差距 循证实践和科学进步的重大障碍。幸运的是，我们的团队已经验证了 完善了解决先前工作局限性所需的工具。在拟议的研究中，我们采用了查看 - 同时，范式范式检查说话简化对儿童语言的实时影响 处理和单词学习。作为一项基于屏幕的任务，查看期间的行为任务有限 需求，使其适合具有广泛能力的儿童（包括最小的孩子 口头）。拟议项目的目的是确定语言简化如何影响语言 ASD的幼儿的处理和单词学习。参与者将是104名ASD儿童（2 - 4个儿童 年龄）具有广泛的能力。儿童将完成标准化的评估和查看时 - 听力任务。基于强大的初步数据，我们的中心假设是简化将负面 影响处理和学习。该中心假设将通过3个具体目的解决：1）确定如何 单词和电报简化会影响ASD幼儿的语言处理。 2） 确定单词和电报简化如何影响ASD幼儿的单词学习。 3） 评估儿童特征，可能会减轻语言简化对语言处理的影响 和ASD的幼儿学习单词。无论结果如何，这些结果都将具有很强的 对理论和临床实践的影响。发现将是重要的，因为它们将决定语言 简化会影响儿童从口语中理解和学习的能力。这个项目也将 有助于我们系统地评估成分（以及可能活跃成分）的长期目标 早期语言干预措施。