Promoting Caregiver Implementation of an Effective Early Learning Intervention

促进看护者实施有效的早期学习干预

• 批准号: 10636211
• 负责人: Jamie Beth Boster
• 金额: $ 69.65万
• 依托单位: OHIO STATE UNIVERSITY
• 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 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10636211
• 关键词: 4 year old; Acceleration; Address; Adult; Affect; Audiotape; Buffers; Caregiver support; Caregivers; Child; Child Care; Classification; Cognitive; Development; Diagnosis; Dose; Early Intervention; Exhibits; Exposure to; Family; Future; Growth; Home; Incidence; Intervention; Intervention Studies; Knowledge; Language; Language Development Disorders; Learning; Low income; Manuals; Mediating; National Institute on Deafness and Other Communication Disorders; Outcome; Pattern; Predisposition; Preschool Child; Printing; Randomized, Controlled Trials; Reader; Reading; Research; Research Design; Rewards; Risk; Risk Reduction; Self Efficacy; Time; Variant; behavior change; blind; design; disability; dosage; experience; first grade; implementation barriers; improved; interest; intervention effect; kindergarten; learning strategy; literacy; post intervention; reading difficulties; skills; stressor

Project Summary/Abstract The proposed 5-year study uses a causally interpretable research design to examine the effects of the Sit Together and Read (STAR) early-literacy intervention on the short- and long-term literacy skills of young children with developmental language disorder (DLD). It also examines the use of caregiver-directed behavior- change strategies as a means to support caregivers’ implementation of the intended treatment strength. STAR is a fully manualized intervention that significantly improves the early-literacy skills and longer-term reading outcomes of children at-risk for future reading difficulty. The proposed study is instrumental in assessing longitudinal impacts for children with DLD and identifying ways to enhance caregiver implementation of the key intervention ingredients. The study features four planned variations with each involving 80 caregiver-child dyads (total N = 320, 80 per condition). Two planned variations allow examination of the main effects of STAR for children with DLD, with 80 caregivers assigned to implement STAR for a 15-week period as compared to an untreated control. The outcomes of interest for these variations are children’s short-term print-knowledge development, literacy trajectories to two-years post-intervention, and reading-difficulty status. Two additional planned variations allow examination of effects of caregiver-directed behavior-change strategies (rewards and encouragement) on STAR implementation as compared to caregivers who do not receive any change strategies. The outcomes of interest for these variations are caregivers’ implementation of the intended treatment strength as well as mediated effects on children’s literacy outcomes. Child outcomes are based on direct assessments of literacy skills captured at six time-points, from study baseline to two-years’ post-intervention; assessors are blind to condition. Caregiver implementation is captured via logged sessions on a bespoke app as well as analyses of audiotaped sessions submitted via the app. Directional hypotheses are threefold. First, we hypothesize that children whose caregivers implement STAR will show significantly greater print-knowledge gains over the 15-week intervention period, and accelerated literacy trajectories through first grade. We speculate that STAR exposure will also significantly reduce the rate of reading difficulty among children. Second, we hypothesize that children whose caregiver implement STAR and receive one of two behavior-change strategies will show significantly greater intensity and dosage of implementation relative to those not receiving these strategies. Third, we hypothesize significantly greater print-knowledge gains and literacy trajectories for children of caregivers receiving behavior-change strategies, and that these effects are partially or fully mediated by intervention intensity and/or dose.

项目摘要/摘要 拟议的5年研究使用随便解释的研究设计来检查SIT的影响 一起阅读（星形）对年轻的短期和长期识字能力的早期识字干预 发育语言障碍（DLD）的儿童。它还检查了护理人员指导的行为的使用 - 改变策略是支持护理人员实施预期治疗强度的一种手段。星星 是一种完全手动的干预措施，可显着提高早期识字能力和长期阅读 儿童在危险中的结果，以使以后的阅读困难。拟议的研究对评估有用 对患有DLD的儿童的纵向影响，并确定增强关键的护理人员实施的方法 干预成分。 该研究具有四种计划的变化，每种涉及80个照顾者-Child Dyads（总n = 320， 每个条件80）。两种计划的变化允许检查恒星对DLD儿童的主要影响， 与未经治疗的控制相比，有80名看护人分配了15周的实施星。 这些变化的感兴趣的结果是儿童的短期印刷知识发展，识字能力 干预后两年的轨迹和阅读难题。另外两个计划的变化允许 检查护理人员指导的行为改变策略（奖励和鼓励）对 与未获得任何变更策略的护理人员相比，星星实施。结果 这些变化的兴趣是护理人员对预期治疗强度的实施以及 介导对儿童识字结果的影响。儿童成果基于对扫盲的直接评估 从学习基线到两年后干预后，以六个时间点捕获的技能；评估师视而不见 健康）状况。照顾者实施是通过定制应用程序上的记录会话捕获的 通过应用程序提交的录音会议。 定向假设是三倍。首先，我们假设他们的照顾者实施的孩子 在15周的干预期内，星将显示出更大的印刷知识收益，并且 通过一年级加速扫盲轨迹。我们推测，星星的暴露也将显着 降低儿童的阅读率。其次，我们假设照顾者的孩子 实施星星并获得两种行为改变策略之一，将显示出更大的强度 相对于未接受这些策略的实施剂量。第三，我们假设 为了收到照顾者的儿童，明显更大的印刷知识收益和扫盲轨迹 行为改变策略，这些效果是通过干预强度和/或的部分或完全介导的 剂量。