Dual-Language Communication and Social-Cognitive Skills in Bilingual Children with ASD

双语自闭症儿童的双语沟通和社交认知技能

• 批准号: 10591041
• 负责人: Megan Chaya Gross
• 金额: $ 15.22万
• 依托单位: UNIVERSITY OF MASSACHUSETTS AMHERST
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2027-12-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10591041
• 关键词: Affect; Age; Area; Augmentative and Alternative Communication; Behavior; Caregivers; Child; Child Development; Child Support; Clinical; Code; Cognitive; Collaborations; Communication; Communication impairment; Communities; Data; Development; Diagnosis; Environment; Evaluation; Exclusion; Exposure to; Family; Family member; Frequencies; Future; Goals; Hearing; Home; Hour; Household; Human; Intervention; Interview; K-Series Research Career Programs; Language; Language Development; Language Therapy; Learning; Linguistics; Maintenance; Measures; Mentors; Methods; Mind; National Institute on Deafness and Other Communication Disorders; Parents; Phase; Population; Prevention; Professional Education; Provider; Psychology; Public Health; Questionnaires; Reporting; Research; Role; Sampling; Schools; Services; Social Development; Source; Speech; Strategic Planning; Structure; Thinking; Time; Training; United States; Variant; Voice; Work; autism spectrum disorder; autistic children; bilingualism; career development; cognitive development; cognitive process; cognitive skill; community based participatory research; community based research; design; executive function; experience; family support; flexibility; improved; improved outcome; language processing; minimally verbal; natural language; peer; phrases; service providers; skills; social; teacher; theories; verbal; visual tracking

Slightly over 1 in 5 children in the United States are growing up in a household that speaks a language other than English. For these children, developing bilingual skills will allow them to communicate both with family members who have limited English skills and with English-speaking teachers and peers. However, for children with autism spectrum disorder (ASD), there is limited research about how to facilitate their bilingual development. Professionals and parents have often assumed that learning two languages would be too challenging, especially for children with minimal spoken language skills. While several studies over the past decade have demonstrated that bilingual exposure is not detrimental for language development in children with ASD, these studies have focused mostly on the acquisition of English rather than examining factors that promote development of both languages. Furthermore, bilingual studies have generally excluded children with minimal/low verbal skills. The proposed sequential mixed-methods project places a new emphasis on variability within the bilingual experiences of children with ASD and their families. It seeks to identify factors associated with children’s skills in both languages, as well as their social-cognitive skills such as perspective- taking and cognitive flexibility. The quantitative phase will include 60 Spanish-speaking families with children with ASD (ages 4-6), including children who are minimally verbal. The first aim is to characterize sources of variation in the types of bilingual language environments experienced by children with ASD (e.g., different languages from caregivers vs. therapists; different languages from different caregivers; code-switching by bilingual caregivers; changes in language choices over time). The second aim is to examine predictors of children’s dual-language communication and social-cognitive skills, including the role of quantity and contexts of Spanish exposure. In a qualitative phase conducted with a subset of 30 families, the third aim is to interpret the quantitative findings in reference to family perspectives, priorities, experiences, and challenges with language choices and support services. The long-term goal of this work is to collaborate with families and service providers to develop interventions that support bilingual families and promote the linguistic and social- cognitive development of children across the autism spectrum. This career development proposal includes an expert team of mentors from Psychology, Communication Disorders, and Public Health. The training goals focus on conducting research with minimally verbal children with ASD, mixed methods, and using community- based participatory research to develop and evaluate interventions. The research aims and training goals of this career development award reflect current priorities in the strategic plan of the NIDCD for Voice, Speech, and Language, including Improving Diagnosis, Treatment, and Prevention in Understudied Populations (Priority Area 3) and Improving Outcomes for Human Communication through community-based research (Priority Area 4).

在美国，略多于五分之一的儿童在使用其他语言的家庭中长大 对于这些孩子来说，发展双语技能将使他们能够与家人沟通。 英语技能有限且有讲英语的老师和同伴的成员 但是，对于儿童来说。 对于自闭症谱系障碍 (ASD)，关于如何促进他们双语的研究有限 专业人士和家长常常认为学习两种语言也是如此。 具有挑战性，特别是对于口语能力最低的儿童，而过去的一些研究表明。 十年来已经证明双语接触并不是双语儿童语言发展的症状 ASD，这些研究主要集中在英语的习得上，而不是考察影响英语的因素 此外，双语研究通常排除患有双语的儿童。 拟议的顺序混合方法项目将新的重点放在了最低限度/低水平的语言技能上。 自闭症谱系障碍儿童及其家庭的双语经历的变异性旨在找出因素。 与儿童的两种语言技能以及他们的社会认知技能（例如视角）相关 定量阶段将包括 60 个有孩子的西班牙语家庭。 患有自闭症谱系障碍（ASD）（4-6 岁）的儿童，包括言语能力最低的儿童 第一个目标是确定自闭症谱系障碍（ASD）的来源。 自闭症儿童所经历的双语语言环境类型的差异（例如，不同的 护理人员与治疗师的语言；不同护理人员的不同语言； 双语护理人员；语言选择随时间的变化）。 儿童的双语交流和社会认知技能，包括数量和情境的作用 在对 30 个家庭进行的定性阶段中，第三个目标是解释。 关于家庭观点、优先事项、经验和挑战的定量研究结果 这项工作的长期目标是与家庭和支持服务合作。 服务提供商制定支持双语家庭并促进语言和社会发展的干预措施 该职业发展提案包括自闭症谱系儿童的认知发展。 来自心理学、沟通障碍和公共卫生领域的专家导师团队。 专注于对患有自闭症谱系障碍（ASD）的语言能力极低的儿童进行研究，采用混合方法，并利用社区- 基于参与性研究来制定和评估干预措施的研究目的和培训目标。 该职业发展奖反映了 NIDCD 语音、演讲、 和语言，包括改善未充分研究人群的诊断、治疗和预防 （优先领域 3）和通过社区研究改善人类沟通的成果 （优先领域 4）。