Interactive Training for Parents of Young Children with Developmental Delays

为发育迟缓幼儿的家长提供互动培训

• 批准号: 8592028
• 负责人: Amy Truong
• 金额: $ 14.49万
• 依托单位: SANDBOX LEARNING COMPANY
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-10 至 2015-03-09
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8592028
• 关键词: Address; Age; Area; Autistic Disorder; Behavior; Birth; Child; Child Development; Child Language; Cognitive; Communication; Communities; Data Analyses; Development; Developmental Delay Disorders; Developmental Disabilities; Diagnosis; Early Intervention; Education; Educational Intervention; Educational process of instructing; Effectiveness; Elements; Ensure; Evaluation; Family; Feedback; Goals; Grant; Growth and Development function; Home environment; Hour; Human; Individual; Instruction; Journals; Knowledge; Language; Learning; Life; Location; Marketing; Methods; National Institute of Child Health and Human Development; Parents; Phase; Play; Public Health; Qualifying; Regulation; Research; Research Design; Research Personnel; Research Support; Research Training; Sampling; Schedule; School-Age Population; Services; Simulate; Small Business Innovation Research Grant; Staging; Study Subject; Surveys; System; Technology; Testing; Time; Training; Training Programs; United States National Institutes of Health; Work; Writing; base; commercialization; cost; cost effective; design; disability; early childhood; effectiveness research; efficacy testing; experience; impression; improved; innovation; language training; lectures; meetings; new technology; programs; public health relevance; research and development; simulation; skills; social; social skills; software development; usability

DESCRIPTION (provided by APPLICANT): The critical need for parent involvement in early intevention is clear in federal regulations (Individuals with Disabilities Act, Part C) and is supported repeatedly in research by positive benefits for parents and for children developing a range of skills. Since parents spend significantly more time with their children than early interventionists, a way to train parents to identify skills, use opportunities for instruction, and incorporate strategies for facilitating language and social skills would provide children with developmental delays signficanctly more learning opportunties. Many well researched strategies can be incorporated easily into routine activities or play, and best practice in early intervention promotes approaches that develop useful skills by capitalizing on routine interactions in a child's environment.1 Unfortunately, live parent training often is limited by location, costs, and time, an currently available online trainings usually focus on school aged children with specific diagnoses (usually autism), use applied behavior analysis methods in isolated learning situations, and rely almost solely on lecture rather than providing a means for practicing key aspects of strategy implementation. The purpose of this NIH Phase I SBIR project is to develop and research an interactive, simulated online training program for teaching parents of children age 18 months to three years strategies for increasing their child's language and social skills as part of their daiy routines. A multi-disciplinary team of experts will ensure the materials are clear, comprehensive, age appropriate, and include practical skills and strategies that can be integrated into a family's daily routines. A newly available technology will be used to create an innovative interactive practice session to simulate parents applying strategies for increasing children's skill use. Phase II will include more strategies, skills, developmental domains, and features and will target a wider age range. The specific goals of this Phase I grant are to (a) develop a fully functioning training that includes instruction, content evaluation, and interactive simulated training (b) use single subject design study to demonstrate feasibility of the system for increasing parent strategy and child skill use (c) use pre- and post- content quizzes, usability testing, journaling, and social validity surveys as additional feedback for Phase II and commercialization technology, interface, and content changes. This study contributes to the goals of NIH by conducting research and development to promote human growth and development, specifically meeting the goals of NICHD by developing and researching a potential product to assist families in promoting social and cognitive development in young children with developmental disabilities.

描述（由申请人提供）：联邦法规（《残疾人法案》C 部分）明确规定了家长参与早期干预的迫切需要，并且在研究中反复得到支持，为家长和儿童发展一系列技能带来积极的好处。由于父母与孩子相处的时间比早期干预者多得多，因此需要一种培训父母识别技能、利用指导机会和 纳入促进语言和社交技能的策略将为发育迟缓的儿童提供更多的学习机会。许多经过深入研究的策略可以轻松融入日常活动或游戏中，以及早期干预的最佳实践 提倡通过利用儿童日常互动来培养有用技能的方法 1 不幸的是，现场家长培训往往受到地点、成本和时间的限制，目前可用的在线培训通常侧重于患有特定诊断（通常是自闭症）的学龄儿童，在孤立的学习情境中使用应用行为分析方法，并依赖几乎完全是讲座，而不是提供练习战略实施关键方面的方法。 NIH 第一阶段 SBIR 项目的目的是开发和研究交互式模拟在线培训计划，用于向 18 个月至 3 岁儿童的父母教授提高孩子语言和社交技能的策略，作为日常生活的一部分。多学科专家团队将确保材料清晰、全面、适合年龄，并包括可融入家庭的实用技能和策略 日常生活。一项新的技术将被用来创建一个创新的互动练习课程，以模拟父母应用提高孩子技能使用的策略。阶段 II 将包括更多策略、技能、发展领域和特征，并将针对更广泛的年龄范围。第一阶段拨款的具体目标是 (a) 开发功能齐全的培训，包括指导、内容评估和交互式模拟培训 (b) 使用单主题设计研究来证明该系统提高家长策略和儿童技能的可行性使用 (c) 使用内容前和内容后测验、可用性测试、日记、 社会有效性调查作为第二阶段和商业化技术、界面和内容变化的额外反馈。这项研究通过进行研究和开发来促进人类生长和发展，特别是通过开发和研究潜在产品来帮助家庭促进发育障碍幼儿的社会和认知发展来实现 NICHD 的目标，从而为 NIH 的目标做出贡献。