Identifying Caregiver Behaviors that Promote Spanish Development in Preschool-aged Emergent Bilinguals at Risk for Developmental Language Disorder

识别促进有发展性语言障碍风险的学龄前双语儿童西班牙语发展的看护者行为

• 批准号: 10650543
• 负责人: Sarah Surrain
• 金额: $ 13.07万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10650543
• 关键词: Address; Affect; Age; Award; Behavior; Books; Caregivers; Child; Child Language; Child Rearing; Code; Communication; Control Groups; Data; Data Set; Data Sources; Development; Effectiveness; English Language; Environment; Exposure to; Family; Family Relationship; Future; Home; Influentials; Intervention; Knowledge; Language; Language Development; Language Development Disorders; Language Disorders; Linguistics; Maintenance; Mediating; Mentors; Mothers; Nursery Schools; Outcome; Parents; Phase; Play; Population; Positioning Attribute; Predisposition; Prevalence; Research; Risk; Sampling; School-Age Population; Schools; Structure; Supportive care; Testing; Toy; Training; Translating; United States; Variant; Virginia; Work; behavior prediction; bilingualism; comparison control; early childhood; experience; innovation; insight; intervention effect; learning strategy; novel strategies; prevent; programs; randomized, clinical trials; research faculty; response; service providers; skills

PROJECT SUMMARY/ABSTRACT Emergent Bilingual (EB) children of Spanish-dominant caregivers represent a large and growing proportion of the school-aged United States population. For EBs, developing proficiency in the language used by caregivers at home is foundational to supportive family relationships and later school outcomes, yet research has shown declines in EBs’ home language proficiency after school entry (Castilla-Earls et al., 2019; Jackson et al., 2014). A particularly vulnerable subset of EBs are those with Developmental Language Disorder (DLD), which is characterized by low language skills despite otherwise normal development and occurs in about 7% of children. Given the scarcity of bilingual service providers, caregiver-delivered language interventions are a practical and promising approach to preventing and treating DLD in the home language. Yet little is known about the specific caregiver behaviors that sustain home language development in EBs with or at-risk for DLD in preschool (age 3-5), a period when overall exposure to English increases. This project addresses this critical gap while supporting the candidate’s transition to independence through training in child language disorders, parenting interventions, and novel approaches to using bilingual daylong recordings. By leveraging observational language data from two large-scale randomized clinical trials (RCTs) of a parent-coaching program called Play and Learning Strategies (PALS; Landry et al., 2008) the current project will identify caregiver behaviors specific to bilingual contexts that contribute to preschool-aged EBs’ home language use and skills. During the mentored K99 phase, using existing data from a completed RCT, Aim 1 will determine the impact of PALS on targeted caregiver behaviors (e.g., contingent responsiveness) and child Spanish outcomes with the subset of parents who received coaching in Spanish (T=71, C=70). Aim 2 will recode video observations from this dataset to identify home-language supportive behaviors (e.g., caregivers Spanish use, responses to child English use) that predict children’s later Spanish proficiency (n=141). Next, new daylong recordings (n=160) will be collected alongside an ongoing PALS RCT tailored for Spanish-English EBs at risk for DLD (risk determined via Spanish and English language screeners at preschool entry). During the independent R00 phase, Aim 3 will determine 1) whether home-language supportive behaviors captured in daylong recordings predict child Spanish outcomes and 2) whether PALS coaching leads to changes in these behaviors, which in turn explain child Spanish outcomes. By capturing spontaneous language-rich interactions that occur throughout the day with different conversation partners in the context of a larger ongoing RCT, this project promises to generate new insights into the conditions and caregiver behaviors that support bilingual development in EBs with DLD and inform culturally and linguistically-sustaining interventions. This award also provides critical training that builds on the candidate’s background in bilingual language development and positions her to launch an independent research program focused on the intersection of bilingualism and language difficulties in preschool-aged children.

项目摘要/摘要 新兴的双语（EB）儿童的西班牙护理人员代表着很大的比例 学龄的美国人口。对于EBS，发展熟练程度 在家里是支持家庭关系和以后的学校成果的基础，但研究表明 EBS入学后EBS的家庭语言水平下降（Castilla-Earls等，2019； Jackson等，2014）。 EB的一个特别脆弱的子集是患有发育性语言障碍（DLD）的人，这是 尽管有正常的发展，但以低语言技能为特征，大约有7％的儿童。 鉴于双语服务提供商的稀缺性，护理人员分配的语言干预是一种实用的， 预防和治疗家庭语言的有前途的方法。但是对特定的知之甚少 照顾者的行为可以维持EB的家庭语言发展，而DLD在学龄前的DLD（年龄） 3-5），这一时期总体接触英语。该项目解决了这个关键差距 通过培训儿童语言疾病，育儿，支持候选人向独立的过渡 干预措施以及使用双语日期录音的新颖方法。通过利用观察语言 来自两个大规模随机临床试验（RCT）的数据，称为Play and play和 学习策略（PALS； Landry等，2008）当前项目将确定特定于 双语背景有助于学龄前EBS的家庭语言使用和技能。在这件事期间 K99阶段，使用已完成RCT的现有数据，AIM 1将确定PAL对目标的影响 照顾者的行为（例如，有反应能力）和儿童西班牙的结果与父母的子集 接受西班牙语的教练（t = 71，c = 70）。 AIM 2将将视频观察结果从此数据集中重新编码为 确定家庭语言支持行为（例如，护理人员使用西班牙语，对儿童用途的响应） 预测儿童后来的西班牙水平（n = 141）。接下来，将收集新的一天的录音（n = 160） 除了为DLD风险的西班牙语 - 英语EBS量身定制的持续的PALS RCT（通过西班牙语确定的风险 和学龄前儿文中的英语筛选器）。在独立R00阶段，AIM 3将确定 1）在一天的录音中捕获的家庭语言支持行为是否预测儿童西班牙的结果 2）PALS辅导是否会导致这些行为的改变，这反过来解释了儿童西班牙语 结果。通过捕获全天发生的赞助语言丰富的互动 对话伙伴在较大的RCT的背景下，该项目有望产生新的见解 支持DLD的EBS双语发展并在文化上为 和语言维持的干预措施。该奖项还提供了基于候选人的重要培训 双语语言发展的背景，并定位她启动独立研究计划 专注于学龄前儿童双语和语言困难的交集。