Enhancing Communication between Children in EI and their Depressed Mothers

加强 EI 儿童与其抑郁母亲之间的沟通

• 批准号: 9231475
• 负责人: LINDA BEEBER
• 金额: $ 8.45万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-03-01 至 2019-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9231475
• 关键词: Adult; Attention; Audiotape; Behavior; Caring; Child; Child Development; Cognitive; Communication; Country; County; Cues; Data; Development; Developmental Delay Disorders; Developmental Disabilities; Devices; Diagnosis; Early Intervention; Enrollment; Environment; Exhibits; Family; Feedback; Focus Groups; Funding; Geographic state; Goals; Group Interviews; Hour; Infant; Intervention; Intervention Trial; Language; Lead; Learning; Learning Module; Link; Mental Depression; Methods; Mothers; Motivation; North Carolina; Outcome; Parent-Child Relations; Parents; Phase; Problem behavior; Randomized Controlled Trials; Recording of previous events; Records; Resources; Risk; Services; Severities; Speech; Support System; Symptoms; System; Technology; Testing; Time; Toddler; Training Programs; base; behavioral outcome; cost; depressive symptoms; design; disability; emotional behavior; improved; innovation; intervention program; maternal depression; provider intervention; public health relevance; reduce symptoms; screening; service intervention; skills; social; social communication; software systems; staff intervention; tool; visual feedback; vocalization

 DESCRIPTION (provided by applicant): This two-phase project will test the feasibility of integrating into Early Intervention (EI) services an intervention to enhance communication between infants and toddlers with diagnosed or suspected developmental disabilities and their depressed mothers. Federally-funded EI services are provided in all 50 states to infants and toddlers with developmental delays to improve long-term child cognitive and behavioral outcomes. EI services are optimized when the child receives consistent developmentally supportive activities as part of the family's normal routines throughout the day, every day. EI services frequently include parent-implemented language enrichment interventions to increase child-centered speech and reciprocal (turn-taking) communication, which have been linked to positive child outcomes. Such interventions are dependent on consistent parent attentiveness, reciprocal interactions, and sensitivity to child cues. Depressive symptoms, prevalent in mothers of EI-enrolled children, can rob mothers of these capabilities. Fortunately, providing depressed mothers with concrete, attainable skills for improving interactions with their child can reduce the impact of depression on mother and child. EI is an ideal setting in which to integrate screening, support, and targeted communication skills for depressed mothers in order to improve EI child outcomes. First, we will use focus group and interview data to tailor a toolkit and training program for EI staff and determine whether it is feasible for staff to identify, screen and support mothers with depressive symptoms. Data on the toolkit will be collected from 4 EI staff on feasibility (ease of use, time required) and acceptability to mothers. Then, we will determine whether it is feasible for mothers to engage in an intervention to increase their child-centered speech and reciprocal communication using a technology-supported Language ENhancement Assessment/intervention system (LENA) embedded in EI services. The LENA uses an infant or toddler garment with an integrated audiotape device that records adult speech centered on the child, child vocalizations, and reciprocal turn-taking conversations between parent and child. The LENA software produces visual feedback that a mother can use to focus her language-based interactions with her child. The LENA-supported communication feedback intervention will be implemented with 10 mothers and 10 EI staff by using LENA one day a week for 16 consecutive hours for three consecutive weeks. Feasibility data, LENA communication data (adult word count, child vocalizations and conversational turn-taking), the Communication and Symbolic Behavior Scale, maternal depressive symptoms (PHQ-9) and child disability profiles (Mullen Scales of Early Learning) will be analyzed to determine the potential usefulness of the approach. The tailored intervention package will be designed for maximum scalability, with the ultimate goal of use by EI professionals across the country to enhance mother-child communication and maximize EI outcomes for children.

 描述（由申请人提供）：这个两阶段项目将测试将干预措施纳入早期干预 (EI) 服务的可行性，以加强已诊断或疑似发育障碍的婴儿和幼儿与其抑郁母亲之间的沟通。在所有 50 个州向发育迟缓的婴儿和幼儿提供，以改善儿童的长期认知和行为结果，当孩子每天接受持续的发育支持活动作为家庭正常生活的一部分时，EI 服务就会得到优化。 EI 服务经常包括家长实施的语言丰富干预措施，以增加以儿童为中心的言语和相互（轮流）沟通，这些干预措施与积极的儿童成果有关。幸运的是，为抑郁的母亲提供具体的、可实现的技能来改善与孩子的互动可以减少这些能力。 抑郁症对母亲和孩子的影响。 EI 是一个理想的环境，可以对抑郁症母亲进行筛查、支持和有针对性的沟通技巧，以改善 EI 儿童的结果。 EI员工培训计划，并确定员工识别、筛选和支持是否可行 将从 4 名 EI 工作人员那里收集有关该工具包的数据，了解母亲的可行性（易用性、所需时间）和可接受性，然后，我们将确定母亲们是否可以采取干预措施来提高她们的抑郁症状。使用嵌入 EI 服务的技术支持的语言增强评估/干预系统 (LENA) 来实现以儿童为中心的语音和相互交流。LENA 使用带有集成录音带设备的婴儿或幼儿服装，记录以儿童为中心的成人语音。 LENA 软件会产生视觉反馈，母亲可以用它来集中与孩子进行基于语言的互动。 10 名母亲和 10 名 EI 工作人员每周一天使用 LENA，连续三周连续使用 16 个小时。可行性数据、LENA 通信数据（成人字数、儿童发声和对话）。将分析沟通和象征行为量表、母亲抑郁症状（PHQ-9）和儿童残疾概况（马伦早期学习量表），以确定该方法的潜在用途，并设计量身定制的干预方案。以获得最大的可扩展性，最终目标是全国各地的 EI 专业人员使用它来加强母子沟通并最大限度地提高儿童的 EI 成果。