Impact of Child and Maternal Gestures on Word Learning in Fragile X Syndrome

儿童和母亲的手势对脆性 X 综合征患者单词学习的影响

基本信息

批准号：
10460130
负责人：
Laura J Mattie
金额：
$ 15.15万
依托单位：
UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10460130
关键词：
Adult Anxiety Applications Grants Area Attention Biological Characteristics Child Child Behavior Child Support Communication Data Development Early Intervention Eye Fostering Fragile X Syndrome Frequencies Future Genes Genetic Gestures Goals Growth Impairment Individual Infant Inherited Instruction Intellectual functioning disability Intervention Knowledge Label Language Language Development Life Cycle Stages Linguistics Link Maternal Behavior Measures Mental Depression Mental Health Modeling Mothers Outcome Parents Partner Communications Persons Play Population Production Property Psycholinguistics Published Comment Research Research Personnel Special Population Structure Symptoms Time Toddler Vocabulary autism spectrum disorder behavior observation comorbidity gaze improved language impairment maternal anxiety maternal depression peer programs prospective response skills standardize measure theories therapy development vocalization word learning

项目摘要

PROJECT ABSTRACT Fragile X syndrome (FXS) is the leading inherited genetic cause of intellectual disability and the most common known single-gene cause of autism spectrum disorder (ASD). Individuals with fragile X syndrome (FXS) characteristically struggle with spoken language throughout the life course. First words do not appear until around 26 months in FXS, a substantial delay in comparison to typically developing children who produce their first words significantly earlier around 12 months. Pre-linguistic communication skills—the use of eye- gaze, vocalizations, and gestures to communicate needs and wants to another person—precede spoken language, but the extant studies in FXS have not examined this link prospectively, as first words are emerging. For children with FXS, gesture use is a particularly important pre-linguistic skill to explore. Existing research in FXS has revealed impairments in child gesture use, but no studies to date have examined the link between gesture use and the onset of first words prospectively. When children gesture at objects, adults commonly label the objects, creating rich opportunities for word learning. Child word learning is also supported by mother’s inclusion of a gesture, which provides a clear connection between the word and its referent. One particularly effective strategy to support word learning may be maternal gesture use combined with follow-in commenting, high quality input guided by the child’s attentional focus. However, the extent to which child and maternal gestures improve spoken vocabulary growth in toddlers with FXS is not known. Thus, we propose to (1) determine the association between child gesture use and maternal language input in toddlers with FXS, (2) determine the association of maternal gesture and language input with child word use in toddler with FXS, and (3) determine the unique contribution of child gesture and maternal gesture and responsive maternal language input on child spoken vocabulary growth in toddlers with FXS over a 1-year period. Toddlers with FXS and their biological mothers will complete three assessments over a 1-year period starting when the child is between 18 and 24 months. Both a structured examiner-administered observation and a naturalistic mother-child free play will be administered to measure child gesture use, child vocabulary, and maternal gesture use and language input. The long-term goal is to develop early language interventions for these children. The data generated from this project will provide the empirical support for the development of an intervention proposal that will provide parents with instruction on how to (a) increase the frequency of their gestures, and (b) align gesture use with language input in ways that promote children’s word learning, production practice, and spoken vocabulary growth. Ultimately, this knowledge will positively impact long-term communication outcomes for individuals with FXS.

项目摘要脆性 X 综合征 (FXS) 是智力障碍的主要遗传性遗传原因，也是最常见的遗传原因。患有脆性 X 综合征的个体是自闭症谱系障碍 (ASD) 的常见已知单基因病因。（FXS）在整个生命过程中都与口语作斗争，第一个单词不会出现。 FXS 直到 26 个月左右，与正常发育的儿童相比，有相当大的延迟他们的第一句话明显早于 12 个月左右。通过凝视、发声和手势向他人传达需求和愿望——先于言语语言，但 FXS 的现有研究尚未前瞻性地检验这种联系，因为第一个单词正在出现。对于患有 FXS 的儿童来说，手势使用是一项特别重要的语言前技能，需要探索。 FXS 揭示了儿童手势使用的障碍，但迄今为止还没有研究检验过儿童手势使用之间的联系前瞻性地使用手势和开始说第一句话当儿童对物体做出手势时，成年人通常会这样做。为物体贴上标签，为儿童单词学习创造丰富的机会。母亲的手势，在这个词和它的所指对象之间提供了清晰的联系。支持单词学习的特别有效的策略可能是母亲的手势使用与跟随相结合然而，孩子的注意力集中在评论、高质量的输入上。母亲的手势能否改善 FXS 幼儿的口语词汇增长尚不清楚，因此，我们建议这样做。 (1) 通过 FXS 确定幼儿手势使用与母语输入之间的关联，(2) 使用 FXS 确定母亲手势和语言输入与幼儿单词使用的关联，以及 (3)确定儿童手势和母亲手势以及响应性母语的独特贡献患有 FXS 的幼儿及其儿童在 1 年内的儿童口语词汇增长情况。从孩子 18 岁开始，亲生母亲将在一年内完成三项评估以及 24 个月，既是由检查员进行的结构化观察，又是自然主义的母子自由游戏。将测量儿童手势使用、儿童词汇以及母亲手势使用和语言长期目标是为这些儿童制定早期语言干预措施。该项目将为干预提案的制定提供实证支持，该提案将向家长提供有关如何 (a) 增加手势频率以及 (b) 对齐手势的说明与语言输入一起使用，促进儿童的单词学习、生产实践和口语最终，这些知识将对长期沟通结果产生积极影响。患有 FXS 的个人。