Child and Environmental Predictors of Communication Success by beginning VOCA

开始 VOCA 后儿童和环境对沟通成功的预测因素

• 批准号: 7620953
• 负责人: NANCY CAROLINE BRADY
• 金额: $ 15.58万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-01 至 2012-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7620953
• 关键词: Achievement; Affect; Age; Behavioral; Caregivers; Child; Communication; Complex; Development; Educational process of instructing; Environment; Event; Familiarity; Foundations; Future; Growth; Home environment; Human Development; Instruction; Intervention; Language; Language Development; Learning; Life; Measures; Modeling; Mothers; Neurologic; Numbers; Nursery Schools; Outcome; Outcome Measure; Output; Participant; Pattern; Personal Satisfaction; Population; Preschool Child; Printing; Process; Purpose; Rate; Relative (related person); Research; Research Personnel; Research Support; Retrieval; Route; Schools; Score; Social Environment; Speech; Speech Development; Subgroup; Testing; Time; Vocabulary; Voice; alginic acid compound; communication aid; design; experience; indexing; joint attention; programs; repaired; response; skills; social; success; theories

Project III: Child and Environmental Predictors of Communication Success by beginning VOCA users. The proposed research systematically extends the investigator's research on successful communication, including success following communication breakdowns, to the population of preschool children learning to communicate with VOCAs. We will be investigating parameters surrounding successful communication at the cusp of beginning symbolic communication. The investigator's recently completed research showed that preschool -age children frequently experienced communication breakdowns during the course of natural conversations with their mothers. Participants' skills in repairing these breakdowns were related to their extant expressive and receptive communication skills and to their mothers' responsivity. Preschool children learning to communicate with VOCAs appear particularly vulnerable to communication breakdowns due to partner familiarity with VOCAs and access to VOCAs across environments. The purpose of the proposed research is to identify specific child and environmental predictors of successful communication and other indices of communication growth for 50 preschool-age children learning to communicate with VOCAs. We hypothesize that the specific variables we have found to predict child communicative success in our past research will also predict success by children learning VOCA communication. In addition, we hypothesize that environmental variables including how VOCAs are incorporated into classroom instruction and home activities will relate to children's successful communication. These hypotheses will be investigated by measuring children's communication rate, vocabulary growth both in VOCA symbol selection and speech vocabulary, and measuring proportions of successful communication overtime. Success will be determined by applying our operational definition that relies on both child communication acts and partner responses to these communication acts. Growth curve modeling will be used to determine patterns of growth over a 2 year period by children with differing abilities at the start of intervention, and who are experiencing different amounts of environmental support for AAC in their classroomenvironments.

项目III：通过开始VOCA的儿童和环境沟通成功的预测指标 用户。 拟议的研究系统地扩展了研究者在成功沟通方面的研究， 包括在沟通分解后的成功，到学龄前儿童学习 与vocas沟通。我们将调查围绕成功沟通的参数 开始符号交流的风口浪尖。研究者最近完成的研究表明， 学龄前儿童在自然过程中经常经历沟通故障 与母亲的对话。参与者修复这些故障的技能与他们的 现有的表现力和接受性沟通技巧以及母亲的反应性。学龄前儿童 学会与VOCAS沟通似乎特别容易受到沟通故障的影响 合作伙伴熟悉VOCAS并跨环境访问VOCAS。提议的目的 研究是为了确定成功沟通和其他其他的特定儿童和环境预测指标 50名学龄前儿童的沟通增长指数学习与VOCAS进行沟通。我们 假设我们发现的特定变量可以预测过去的儿童交流成功 研究还将预测儿童学习VOCA沟通的成功。此外，我们假设 环境变量，包括如何将VOCA纳入课堂教学和家庭 活动将与儿童的成功沟通有关。这些假设将由 测量儿童的沟通率，词汇符号选择和语音中的词汇增长 词汇，并测量成功沟通的比例。成功将确定 通过应用我们的操作定义，该定义依赖于儿童沟通行为和合作伙伴的回应 这些沟通行为。生长曲线建模将用于确定2年的增长模式 干预开始时具有不同能力的儿童的期间，他们正在经历不同的时期 在其课堂环境中，对AAC的环境支持数量。