EMERGE: Early Markers of Expressive and Receptive (language) Growth in Ethnically diverse autistic toddlers

出现：种族多元化自闭症幼儿表达和接受（语言）成长的早期标志

• 批准号: 10862026
• 负责人: Brian Antonio Boyd
• 金额: $ 66.17万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-04 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10862026
• 关键词: 5 year old; Address; African American; Age; Age Months; Attention; Behavior; Behavioral; Behavioral Mechanisms; Black race; Brain; Characteristics; Child; Child Development; Cognition; Cognitive; Communities; Data; Development; Diagnosis; Disabled Children; Disadvantaged; Early Intervention; Electroencephalography; Environment; Ethnic Origin; Exhibits; Family; Frequencies; Goals; Growth; Heterogeneity; Home; Impairment; Income; Individual; Knowledge; Language; Language Delays; Language Development; Learning; Life; Longitudinal Studies; Low income; Measures; Minority Groups; Motor; Outcome; Parents; Participant; Pathway interactions; Phenotype; Physicians; Play; Population; Race; Reporting; Research Design; Risk; Sampling; School-Age Population; Sensory; Severities; Social Characteristics; Source; Stress; System; Time; Toddler; United States National Institutes of Health; autism spectrum disorder; autistic; autistic children; behavior measurement; cognitive ability; community setting; economic disparity; effective intervention; ethnic diversity; high risk; improved; joint attention; language outcome; marginalized population; minimally verbal; neural; neuromechanism; non-verbal; novel; portability; predictive modeling; racial diversity; research study; segregation; skills; social communication; sociodemographics; standardize measure; verbal

PROJECT ABSTRACT The majority of 18-24-month-old autistic children have no words, demonstrating significant delays in their language development, a leading source of concern that often brings them to the attention of physicians or other professionals in community settings91,92. About half of these children continue to show significant language delay, speaking no words at 30-33 months2 and exhibiting delays in language greater than expected for their nonverbal cognitive age2. The period of development between 18-30 months is critical for language learning, coinciding with the period of time parents note differences in their children’s development93. We do not understand why some children begin to use words and others do not but speaking early (before 36 months) has long-lasting and cascading effects on development94,95. This may be especially true for low income, racially and ethnically diverse children who are diagnosed later, and when diagnosed, often have lower cognitive/intellectual abilities8. Starting out with such disadvantage can limit opportunities for children, tracking them into specialized and segregated settings that result in poorer outcomes overall. Understanding why language outcomes diverge over this critical language learning window, especially for economically disadvantaged children and/or those from historically marginalized groups, is essential to optimize the targets and timing of early, effective interventions. Therefore, a major gap in our knowledge concerns the measures and timing of when we can predict spoken language outcomes of young children with autism, especially in historically marginalized and minoritized populations. To explore the vast heterogeneity in language outcomes, it will be necessary to deeply phenotype children using a range of concurrent neural and behavioral markers of spoken language and examine how these changes progress over time. This study will be the first to collect simultaneous social communication, language, sensory, motor development, and neural activity (via remote EEG) measures in the homes of families who have typically not been engaged in research studies, which we will do at three distinct times over the 18-30-month window of development. Participants include 132 18-month-old toddlers with autism who screen as having no words at study start. Our outcome will be the total number of novel words on a language sample. This study has the potential to dramatically improve our understanding of language growth among developmentally delayed, historically underrepresented, autistic toddlers. It also addresses a high priority need of the Interagency Autism Coordinating Council and NIH, which includes a focus on minimally verbal, intellectually disabled children and community samples of historically marginalized and minoritized populations.

项目摘要 大多数 18-24 个月大的自闭症儿童不会说话，这表明他们的语言能力严重延迟。 语言发展是一个主要的担忧来源，经常引起医生或医生的注意 社区环境中的其他专业人员91,92 这些儿童中约有一半继续表现出显着的特征。 语言发育迟缓，30-33 个月时不会说话2，并且表现出语言迟缓大于 预期的非语言认知年龄2 18-30 个月的发育期对于他们来说至关重要。 语言学习，恰逢父母注意到孩子的差异的时期 发展 93. 我们不明白为什么有些孩子开始使用词语，而另一些则只是说话。 早期（36 个月之前）对发育具有持久和连锁影响94,95 这可能尤其如此。 对于后来被诊断出的低收入、种族和民族多样化的儿童来说也是如此，并且当被诊断出时， 通常认知/智力能力较低8。 儿童，将他们跟踪到专门和隔离的环境中，从而导致总体结果较差。 了解为什么在这个关键的语言学习窗口中语言结果会出现分歧，尤其是对于 经济上处于不利地位的儿童和/或来自历史悠久群体的儿童，对于 优化早期有效干预措施的目标和时机。 因此，我们知识上的一个主要差距涉及我们何时可以预测的措施和时间 自闭症幼儿的口语结果，特别是在历史和历史上 为了探索语言结果的巨大异质性，有必要 使用一系列并发的口语神经和行为标记对儿童进行深度表型分析 研究这些变化如何随着时间的推移而进展。这项研究将是第一个同时收集社会信息的研究。 沟通、语言、感觉、运动发育和神经活动（通过远程脑电图）测量 通常没有参与过研究的家庭的家，我们将在三个不同的地方进行研究 参与者包括 132 名 18 个月大的幼儿。 在研究开始时被筛选为没有单词的自闭症患者，我们的结果将是新单词的总数。 这项研究有可能极大地提高我们对语言的理解。 它还解决了发育迟缓、历史上代表性不足的自闭症幼儿的成长问题。 机构间自闭症协调委员会和 NIH 的高度优先需求，其中包括重点关注 语言能力极差的智力障碍儿童和历史悠久的社区样本 少数民族人口。