Increasing Word Learning Efficiency in Children who are Deaf and Hard of Hearing through Retrieval Practice

通过检索练习提高聋哑儿童的单词学习效率

• 批准号: 10360706
• 负责人: Jena C McDaniel
• 金额: $ 3.26万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-09 至 2022-07-01
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10360706
• 关键词: 8 year old; Address; Adult; Age; Area; Attention; Characteristics; Child; Child Development; Clinical; Cognitive Science; Cues; Development; Disabled Persons; Education; Educational process of instructing; Effectiveness; Evaluation; Evidence based intervention; Exhibits; Exposure to; Feedback; Future; Goals; Hearing; Illusions; Individual Differences; Intervention; Intervention Studies; Knowledge; Language; Language Development; Learning; Maintenance; Mediating; Modality; Outcome; Pattern; Population Heterogeneity; Randomized Controlled Trials; Research; Research Design; Retrieval; Risk; Sign Language; Special Education; Students; Visual; Work; deaf; effective intervention; effectiveness evaluation; hard of hearing; improved; innovation; intervention effect; novel; peer; prevent; response; skills; success; therapy design; word learning

Project Summary Despite decades of attempts to “close the gap” between spoken language skills of children who are deaf and hard of hearing (DHH) and their hearing peers, this goal remains elusive. Reduced audibility and delays in identification and amplification hamper spoken language development of children who are DHH. To “catch up,” their language learning rate must outpace that of typical development. However, they often exhibit slower, not faster, language acquisition rates and require more exposures to learn words than their hearing peers. Thus, children who are DHH need effective and efficient interventions to achieve the trajectory required to reach age expected language skills and improve their long-term educational and vocational outcomes. Retrieval practice, which is prominent in cognitive psychology but less dependably applied to education and even less so to special education, is an empirically validated approach that could improve the language learning of children who are DHH. Retrieval practice is hypothesized to improve learning by enhancing the value of word presentations and countering the need for extra word exposures relative to hearing peers. To advance the promising yet underutilized research on retrieval practice, we complete the next logical step of evaluating the effectiveness and efficiency of two key retrieval practice features: feedback (Aim 1) and spacing (Aim 2). Feedback is predicted to result in more efficient learning because it focuses attention on unmastered material, prevents the illusion of success, and reduces repeated errors. Spacing trials are predicted to result in more efficient learning than massed trials because they require more effort with fewer cues provided. Study innovations include the critical evaluation of retention and use of a multi-session intervention context. We will accomplish these aims through four single case adapted alternating treatments design studies with sixteen 5-8 year old children who are DHH. Four children complete each contrast of conditions to isolate the effects of feedback and spacing. Results via visual analysis and effect sizes will reveal the degree to which retrieval practice is expected to support word learning for children who are DHH and whether learning is enhanced by the inclusion of feedback and spaced teaching trials. This knowledge could have broad implications for maximizing the effectiveness and efficiency of word learning interventions in the short-term and more comprehensive language interventions in the long-term for children who are DHH. Next steps will address (a) evaluating the effects and possible mechanisms of retrieval practice that combines the most effective intervention features and (b) identifying child characteristics that mediate and moderate intervention effects in a randomized control trial. Future studies will expand retrieval practice to other language areas and the modality of sign language. This work would advance the field, which exhibits a dearth of rigorous intervention research, despite the important, long-standing challenge of improving language skills and subsequent educational and vocational outcomes of children who are DHH.

项目概要 尽管几十年来一直在努力“缩小”聋哑儿童口语技能之间的差距 对于听力障碍 (DHH) 及其听力正常的同龄人来说，降低听力和延迟的目标仍然难以实现。 识别和放大阻碍了 DHH 儿童的口语发展。 他们的语言学习速度必须超过典型的发展速度，但是，他们通常表现得较慢，而不是较慢。 与听力正常的同龄人相比，语言习得速度更快，并且需要更多的机会来学习单词。 DHH 儿童需要有效且高效的干预措施，以达到达到年龄所需的轨迹 预期的语言技能并提高他们的长期教育和职业成果。 检索实践在认知心理学中很重要，但在教育和教育领域的应用不太可靠。 对于特殊教育来说更是如此，这是一种经过经验验证的方法，可以改善语言 DHH 儿童的学习重新获得检索练习，以通过增强 文字演示的价值，并消除相对于听力正常的同龄人额外的文字暴露的需要。 关于检索实践的有前途但未充分利用的先进研究，我们完成了下一个逻辑步骤 评估两个关键检索实践特征的有效性和效率：反馈（目标 1）和间距 （目标 2）预计反馈会带来更有效的学习，因为它将注意力集中在未掌握的事情上。 材料，防止成功的幻觉，并减少预计会导致的重复错误。 比集中试验更有效的学习，因为它们需要更多的努力，而提供的线索更少。 创新包括对多会话干预环境的保留和使用进行严格评估。 我们将通过四个单例适应交替治疗设计研究来实现这些目标 16 名 DHH 的 5-8 岁儿童完成每个条件对比以隔离该儿童。 通过视觉分析和效果大小的结果将揭示反馈和间距的影响程度。 检索练习有望支持 DHH 儿童的单词学习以及学习是否有效 通过纳入反馈和间隔教学试验可以增强这种知识。 对短期和短期内最大限度地提高单词学习干预措施的有效性和效率的影响 对 DHH 儿童进行更全面的长期语言干预。 解决 (a) 评估检索实践的效果和可能的机制，该实践结合了最 有效的干预特征以及（b）识别介导和调节干预的儿童特征 未来的研究将把检索实践扩展到其他语言领域和 这项工作将推动这个缺乏严格性的领域。 干预研究，尽管提高语言技能和提高语言技能是长期存在的重要挑战 DHH 儿童的后续教育和职业成果。