FACILITATING MR CHILDREN'S PRELINGUISTIC DEVELOPMENT

促进 MR 儿童的语言前发展

• 批准号: 2200537
• 负责人: STEVEN F. WARREN
• 金额: $ 16.28万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-02-08 至 1998-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2200537
• 关键词: child (0-11); early experience; human subject; intelligence tests; language development; language disorders; mental retardation; mental retardation education /training; parent offspring interaction; play; statistics /biometry; verbal learning; vocalization

Theoretical and correlational considerations suggest that prelinguistic communication lays the foundation for several aspects of later linguistic communication and language development. Mentally retarded children frequently show language levels substantially below that expected for their mental ages. This unexpected language delay may be due, in part, to deficits in prelinguistic communication development. the primary purpose of the research is to investigate the empirical basis for inferring a causal relationship between prelinguistic and linguistic communication in mentally retarded children. To do so, we will determine whether teaching prelinguistic communication skills to mentally retarded children influences their parents' linguistic input to their children and the children's later developing linguistic development. At the pretreatment period, children's means-end relations, babbling and vocal communication complexity, and the parents' responsivity and HOME scores will be taken as potential predictors of which dyads benefit most from the intervention. The subjects will be mildly to moderately retarded children who demonstrate emerging intentional communication (approximate developmental age 9 months) but do not yet use spoken or signed words to communicate (approximate developmental age 12 months). Given the narrow selection criteria, three waves of subject recruitment with 18, 21, and 21 children (N = 60) are proposed. Children will be randomly assigned to a treatment or control group. Children in the treatment group will receive an intervention designed to facilitate prelinguistic development six times/week for 6 months or until they reach mastery criteria. Children in the control group will participate in a play session of equal length to the intervention sessions to control for nonintervention explanations to between-group differences. In addition to the pretreatment measures already mentioned, prelinguistic communication, parental linguistic input, and/or linguistic communication and language development will be assessed at five periods; pretreatment, posttreatment, and 6, 12, and 18 months after the posttreatment assessment. Statistical analyses involved in testing the research questions will be MANOVA, repeated measures ANOVA, MANCOVA, multivariate multiple regression, multiple regression, and the Johnson-Neyman technique.

理论和相关的考虑表明前语言学 沟通为后来语言的几个方面奠定了基础 沟通和语言发展。 精神弱智的孩子 经常显示出低于预期的语言水平 他们的精神年龄。 这种意外的语言延迟可能部分到期 在前语言交流发展中缺陷。 主要 该研究的目的是调查经验基础 推断前语言与语言之间的因果关系 在精神智障的孩子中进行交流。 为此，我们将确定 是否教学前语言沟通技巧 儿童影响父母对孩子的语言意见， 孩子们后来发展语言发展。 在 预处理时期，儿童的终端关系，胡言乱语和声音 沟通复杂性以及父母的反应性和家庭得分 将被视为二元组最大受益的潜在预测因素 干预。 受试者将略微智障 展示新兴沟通的孩子（大约 发育年龄9个月），但尚未使用口语或签名的单词 交流（大约发育年龄12个月）。 给定狭窄 选择标准，18、21的三波受试者招募和 提出了21名儿童（n = 60）。 孩子将随机分配 到治疗或对照组。 治疗组中的孩子将 接受旨在促进前语言发展的干预措施 六次/周六个月，直到它们达到掌握标准为止。 对照组的儿童将参加一个平等的比赛会议 干预会议的长度以控制不干预 组间差异的解释。 除了 已经提到的预处理措施，前语言交流， 父母的语言输入和/或语言交流和语言 开发将在五个时期进行评估；预处理， 治疗后，治疗后的6、12和18个月 评估。 测试研究涉及的统计分析 问题将是Manova，重复措施ANOVA，MANCOVA，多变量 多重回归，多重回归和约翰逊 - 尼曼 技术。