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.

项目概要/摘要 拟议的 5 年研究采用因果解释的研究设计来检验 Sit 的影响 一起阅读（STAR）早期识字干预对年轻人短期和长期识字技能的影响 它还检查了患有发展性语言障碍（DLD）的儿童的照顾者导向行为的使用情况。 改变策略作为支持护理人员实施预期治疗强度的一种手段。 是一种完全手动的干预措施，可显着提高早期识字技能和长期阅读能力 拟议的研究有助于评估未来有阅读困难风险的儿童的结果。 对 DLD 儿童的纵向影响以及确定加强护理人员实施关键措施的方法 干预成分。 该研究有四种计划变化，每种变化涉及 80 名看护者-儿童二人组（总 N = 320， 每个条件 80）。两个计划的变化允许检查 STAR 对 DLD 儿童的主要影响， 与未经治疗的对照组相比，80 名护理人员被分配实施为期 15 周的 STAR。 这些变化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困难状态允许两个额外的计划变化。 检查护理人员引导的行为改变策略（奖励和鼓励）对 与未接受任何变革策略的护理人员相比，实施 STAR 的结果。 对这些变化的兴趣在于护理人员对预期治疗强度的实施以及 对儿童识字结果的中介影响基于对识字能力的直接评估。 从研究基线到干预后两年，评估人员对六个时间点捕获的技能视而不见； Caregiver 是通过定制应用程序上记录的会话以及分析来捕获的实施情况。 通过应用程序提交的录音会议。 首先，我们勇敢地假设照顾者实施的儿童。 STAR 将在 15 周的干预期内显示出显着更大的印刷知识增益，并且 我们推测，STAR 曝光也会显着提高一年级的识字率。 降低孩子阅读困难率 二是欺负照顾者的孩子。 实施 STAR 并接受两种行为改变策略之一将表现出明显更大的强度 以及相对于那些没有接受这些策略的人的实施情况。 接受教育的照料者的孩子获得的印刷知识和识字轨迹显着增加 行为改变策略，并且这些影响部分或完全由干预强度和/或 剂量。