1 00:00:06,398 --> 00:00:09,234 >> HELLO, EVERYONE AND WELCOME 2 00:00:09,234 --> 00:00:11,637 TO THIS FIRST OF THE 3 PART 3 00:00:11,637 --> 00:00:14,273 WORKSHOP SERIES SPONSORED BY THE 4 00:00:14,273 --> 00:00:16,675 NATIONAL INSTITUTES OF HEALTH 5 00:00:16,675 --> 00:00:17,609 TALK INITIATIVE. 6 00:00:17,609 --> 00:00:20,946 MY NAME IS VIRGINIA SALO, I AM A 7 00:00:20,946 --> 00:00:25,951 PROGRAM OFFICER AT THE EUNICE 8 00:00:25,951 --> 00:00:26,752 KENNEDY SHRIVERRER NATIONAL 9 00:00:26,752 --> 00:00:28,620 INSTITUTE OF CHILD AND HUMAN 10 00:00:28,620 --> 00:00:29,488 HEALTH DEVELOPMENT AND I AM 11 00:00:29,488 --> 00:00:31,223 THRILLED TO BE MODERATING THIS 12 00:00:31,223 --> 00:00:32,124 SESSION TODAY. 13 00:00:32,124 --> 00:00:34,326 BEFORE WE DIVE INTO IT, I DO 14 00:00:34,326 --> 00:00:37,029 WANT TO TAKE A FEW MINUTES AND 15 00:00:37,029 --> 00:00:38,997 PROVIDE A BRIEF OVERVIEW OF THE 16 00:00:38,997 --> 00:00:39,631 TALK INITIATIVE. 17 00:00:39,631 --> 00:00:43,101 THE GOALS FOR THIS WHOLE 18 00:00:43,101 --> 00:00:45,804 WORKSHOP SERIES AND OUR AGENDA 19 00:00:45,804 --> 00:00:48,207 FOR TODAY. 20 00:00:48,207 --> 00:00:49,541 NEXT SLIDE, PLEASE. 21 00:00:49,541 --> 00:00:52,678 SO TALK WHICH STANDS FOR 22 00:00:52,678 --> 00:00:55,047 TACKLING ACQUISITION OF LANGUAGE 23 00:00:55,047 --> 00:00:58,383 IN KIDS IS A TRANSNIH INITIATIVE 24 00:00:58,383 --> 00:01:01,954 THAT LAUNCHED IN FEBRUARY OF 25 00:01:01,954 --> 00:01:03,622 2023 IN RESPONSE TO A 26 00:01:03,622 --> 00:01:04,923 CONGRESSIONAL MANDATE TO SUPPORT 27 00:01:04,923 --> 00:01:06,425 RESEARCH ON DEVELOPMENTAL DELAYS 28 00:01:06,425 --> 00:01:08,927 AND SPECIFICALLY SPEECH AND 29 00:01:08,927 --> 00:01:09,561 LANGUAGE DELAYS. 30 00:01:09,561 --> 00:01:13,866 SO WITH THAT CALL TO ACTION IN 31 00:01:13,866 --> 00:01:16,702 MIND, THE INTENT OF THE TALK 32 00:01:16,702 --> 00:01:17,736 INITIATIVE IS MULTIPRONGED. 33 00:01:17,736 --> 00:01:18,871 TO ADVANCE OUR UNDERSTANDING OF 34 00:01:18,871 --> 00:01:21,039 WHY CHILDREN WITH VARIOUS 35 00:01:21,039 --> 00:01:23,075 CONDITIONS OR RISK FACTORS ARE 36 00:01:23,075 --> 00:01:26,545 LATE TO TALK, TO DIFFERENTIATE 37 00:01:26,545 --> 00:01:27,279 DEVELOPMENTAL TRAJECTORIES THAT 38 00:01:27,279 --> 00:01:31,783 LEAD TO BETTER OUTCOMES, TO 39 00:01:31,783 --> 00:01:33,085 EVALUATE THE EFFECTIVENESS OF 40 00:01:33,085 --> 00:01:34,419 CLINICAL APPROACHES TO IMPROVE 41 00:01:34,419 --> 00:01:36,755 OUTCOMES AND REALLY THE ULTIMATE 42 00:01:36,755 --> 00:01:40,626 GOAL IS TO PROVIDE PARENTS, 43 00:01:40,626 --> 00:01:41,426 CAREGIVERS, PROFESSIONALS, ALL 44 00:01:41,426 --> 00:01:43,996 OF THOSE WHO ARE WORKING WITH 45 00:01:43,996 --> 00:01:45,497 CHILDREN WHO ARE IDENTIFYING FOR 46 00:01:45,497 --> 00:01:46,665 AT RISK FOR LATE TALKING WITH 47 00:01:46,665 --> 00:01:48,533 THE INFORMATION THEY NEED TO 48 00:01:48,533 --> 00:01:50,035 HELP LATE TALKING CHILDREN GROW 49 00:01:50,035 --> 00:01:55,274 AND THRIVE IN SCHOOL AND LIFE. 50 00:01:55,274 --> 00:01:55,908 NEXT SLIDE, PLEASE. 51 00:01:55,908 --> 00:01:58,243 SO JUST TO GIVE A LITTLE 52 00:01:58,243 --> 00:02:01,813 BACKGROUND ABOUT HOW WE AT THE 53 00:02:01,813 --> 00:02:03,115 TALK INITIATIVE DEFINE LATE 54 00:02:03,115 --> 00:02:03,482 TALKING. 55 00:02:03,482 --> 00:02:06,118 SO LATE TALKING ALSO KNOWN AS 56 00:02:06,118 --> 00:02:07,286 LATE LANGUAGE EMERGENCE IS 57 00:02:07,286 --> 00:02:08,687 DIAGNOSED WITH A CHILD USUALLY 58 00:02:08,687 --> 00:02:12,457 OVER THE AGE OF 18 MONTHS IS NOT 59 00:02:12,457 --> 00:02:15,994 MEETING EXPRESSIVE LANGUAGE 60 00:02:15,994 --> 00:02:16,428 MILESTONES. 61 00:02:16,428 --> 00:02:19,531 APPROXIMATELY 10-20% OF CHILDREN 62 00:02:19,531 --> 00:02:20,232 RECEIVE THIS DIAGNOSIS AND 63 00:02:20,232 --> 00:02:22,200 CHILDREN MAY BE AT HIGHER RISK 64 00:02:22,200 --> 00:02:24,236 FOR LATE TALKING FOR A VARIETY 65 00:02:24,236 --> 00:02:27,773 OF REASONS, INCLUDING BUT 66 00:02:27,773 --> 00:02:29,508 CERTAINLY NOT LIMITED TO 67 00:02:29,508 --> 00:02:31,043 PREMATURE BIRTH, EXPOSURE TO 68 00:02:31,043 --> 00:02:32,811 MALTREATMENT OR TAWMA, 69 00:02:32,811 --> 00:02:33,879 INTELLECTUAL AND DEVELOPMENTAL 70 00:02:33,879 --> 00:02:35,180 DISORDERS AND YET OTHER CHILDREN 71 00:02:35,180 --> 00:02:37,916 PRESENT AS LATE TALKERS FOR NO 72 00:02:37,916 --> 00:02:41,954 KNOWN REASON AND WITH NO OTHER 73 00:02:41,954 --> 00:02:42,487 SYMPTOMS. 74 00:02:42,487 --> 00:02:44,022 OUTCOMES FOR LATE TALKING 75 00:02:44,022 --> 00:02:46,325 CHILDREN ARE VARIABLE AND THE 76 00:02:46,325 --> 00:02:47,659 UNIQUE PREDICTERS AND 77 00:02:47,659 --> 00:02:50,162 DEVELOPMENTAL OUTCOMES ARE YET 78 00:02:50,162 --> 00:02:51,129 REALLY UNKNOWN. 79 00:02:51,129 --> 00:02:53,098 AND ALSO UNDERSTANDING 80 00:02:53,098 --> 00:02:54,833 DEVELOPMENTAL TRAJECTORIES AND 81 00:02:54,833 --> 00:02:55,901 EFFECTIVELY SUPPORTING POSITIVE 82 00:02:55,901 --> 00:02:58,437 OUTCOMES AND EVEN MORE COMPLEX 83 00:02:58,437 --> 00:03:00,973 AND CULTURALLY AND 84 00:03:00,973 --> 00:03:04,276 LINGUISTICALLY DIVERSE CHILDREN 85 00:03:04,276 --> 00:03:04,843 NEXT SLIDE, PLEASE. 86 00:03:04,843 --> 00:03:07,145 SO GIVEN ALL OF THESE UNKNOWNS, 87 00:03:07,145 --> 00:03:08,814 FURTHER RESEARCH IS CLEARLY 88 00:03:08,814 --> 00:03:11,083 NEEDED TO ENHANCE OUR 89 00:03:11,083 --> 00:03:12,718 UNDERSTANDING OF THE FULL RANGE 90 00:03:12,718 --> 00:03:13,785 OF LANGUAGE DEVELOPMENT ACROSS 91 00:03:13,785 --> 00:03:15,187 THE DIVERSE ARRAY OF CHILDREN 92 00:03:15,187 --> 00:03:17,622 WHO EXHIBIT SIGNS OF LATE 93 00:03:17,622 --> 00:03:18,991 TALKING AND THERE'S A REAL 94 00:03:18,991 --> 00:03:21,059 CRITICAL NEED TO BUILD A ROBUST 95 00:03:21,059 --> 00:03:23,362 KNOWLEDGE BASE TO BETTER INFORM 96 00:03:23,362 --> 00:03:25,731 PARENTS AND OTHER CAREGIVERS, 97 00:03:25,731 --> 00:03:26,465 PROFESSIONALS, PUBLIC HEALTH 98 00:03:26,465 --> 00:03:28,233 OFFICIALS AND ALL PARTNERS 99 00:03:28,233 --> 00:03:30,202 REGARDING THE NATURE, EXTENT AND 100 00:03:30,202 --> 00:03:33,305 DEVELOPMENTAL COURSE OF LATE 101 00:03:33,305 --> 00:03:34,373 TALKING CHILDREN AND TO DEVELOP 102 00:03:34,373 --> 00:03:37,409 NEW AND MORE EFFECTIVE WAYS OF 103 00:03:37,409 --> 00:03:38,310 SUPPORTING COMMUNICATION SUCCESS 104 00:03:38,310 --> 00:03:41,413 ACROSS THIS BROAD AND DIVERSE 105 00:03:41,413 --> 00:03:42,681 ARRAY OF CHILDREN. 106 00:03:42,681 --> 00:03:44,082 SO WITH THAT IN MIND, THE 107 00:03:44,082 --> 00:03:48,920 ACTIVITIES OF THE TALK 108 00:03:48,920 --> 00:03:50,822 INITIATIVE HAVE BEEN CENTERED 109 00:03:50,822 --> 00:03:51,957 AROUND 3 COMPLIMENTARY THEMES 110 00:03:51,957 --> 00:03:53,925 FOR REFLECTION AND THESE ARE 111 00:03:53,925 --> 00:03:54,993 REFLECTED FOR THE 3 DIFFERENT 112 00:03:54,993 --> 00:03:56,194 WORKSHOPS IN THIS SERIES. 113 00:03:56,194 --> 00:03:59,631 SO TODAY WE'RE KICKING OFF WITH 114 00:03:59,631 --> 00:04:02,134 THE TOPIC OF LONGITUDINAL DATA 115 00:04:02,134 --> 00:04:04,803 AND THE IDEA HERE IS REALLY TO 116 00:04:04,803 --> 00:04:07,005 SPARK RESEARCHERS TO LEVERAGE 117 00:04:07,005 --> 00:04:08,373 EXISTING LONGITUDINAL DATA AND 118 00:04:08,373 --> 00:04:11,143 NEW DATA COLLECTION EFFORTS TO 119 00:04:11,143 --> 00:04:13,678 ADDRESS BROADER QUESTIONS ABOUT 120 00:04:13,678 --> 00:04:16,782 DEVELOPMENTAL TRAJECTORIES IN 121 00:04:16,782 --> 00:04:17,249 LATE TALKING CHILDREN. 122 00:04:17,249 --> 00:04:19,918 THE SECOND THEME IS AROUND NOVEL 123 00:04:19,918 --> 00:04:21,787 APPROACHES AND THE IDEA HERE IS 124 00:04:21,787 --> 00:04:24,723 THAT CHALLENGE THE RESEARCH 125 00:04:24,723 --> 00:04:26,491 COMMUNITY TO CREATE, ADAPT OR 126 00:04:26,491 --> 00:04:28,493 APPLY NOVEL OR EMERGING 127 00:04:28,493 --> 00:04:30,228 APPROACHES TO THE STUDY OF LATE 128 00:04:30,228 --> 00:04:32,531 TALKERS TO DEVELOP NEW AND MORE 129 00:04:32,531 --> 00:04:34,433 EFFECTIVE WAYS OF UNDERSTANDING 130 00:04:34,433 --> 00:04:35,700 AND SUPPORTING LATE TALKERS IN 131 00:04:35,700 --> 00:04:39,938 RESEARCH AND PRACTICE SETTINGS. 132 00:04:39,938 --> 00:04:42,474 AND THE THIRD THEME IS ABOUT 133 00:04:42,474 --> 00:04:43,508 TRANSLATING RESEARCH INTO 134 00:04:43,508 --> 00:04:43,842 PRACTICE. 135 00:04:43,842 --> 00:04:46,278 THE IDEA HERE IS TO REALLY 136 00:04:46,278 --> 00:04:47,879 GALVANIZE THE RESEARCH COMMUNITY 137 00:04:47,879 --> 00:04:49,414 TO BETTER UNDERSTAND THE 138 00:04:49,414 --> 00:04:51,349 INFORMATION AND PRACTICE NEEDS 139 00:04:51,349 --> 00:04:52,984 OF PARENTS AND PROFESSIONALS AND 140 00:04:52,984 --> 00:04:55,053 TO DETERMINE WHETHER THOSE NEEDS 141 00:04:55,053 --> 00:04:57,456 ARE OR ARE NOT BEING EFFECTIVELY 142 00:04:57,456 --> 00:04:59,558 MET CURRENTLY AND TO USE THIS 143 00:04:59,558 --> 00:05:01,893 AND OTHER INFORMATION TO DEVELOP 144 00:05:01,893 --> 00:05:03,328 AND EVALUATE STATE OF THE 145 00:05:03,328 --> 00:05:05,630 SCIENCE, INFORMATION AND EVIDENT 146 00:05:05,630 --> 00:05:08,867 BASED PRACTICES TO EFFECTIVELY 147 00:05:08,867 --> 00:05:11,870 GUIDE PARENTS, CAREGIVERS, AND 148 00:05:11,870 --> 00:05:13,205 PROFESSIONALS IN SUPPORTING THE 149 00:05:13,205 --> 00:05:19,111 SUCCESS OF LATE TALKING CHILDREN 150 00:05:19,111 --> 00:05:20,946 EMPLOY THE GOALS OF THIS 151 00:05:20,946 --> 00:05:22,714 WORKSHOP ARE 2 FOLD, OR I SHOULD 152 00:05:22,714 --> 00:05:25,117 SAY FOR THE WORKSHOP SERIES, 153 00:05:25,117 --> 00:05:27,319 FIRST IS TO PROVIDE SOME 154 00:05:27,319 --> 00:05:30,422 EXCITING HOT OFF THE PRESS 155 00:05:30,422 --> 00:05:31,723 UPDATES FROM FUNDED PROGECS AND 156 00:05:31,723 --> 00:05:33,158 THE SECOND IS TO DIVE INTO EACH 157 00:05:33,158 --> 00:05:37,229 OF THESE TOPIC AREAS TO DISCUSS 158 00:05:37,229 --> 00:05:38,430 OPPORTUNITIES AND CHALLENGES 159 00:05:38,430 --> 00:05:40,699 THAT THE FIELD FACES AS WE TRY 160 00:05:40,699 --> 00:05:42,100 TO BUILD BETTEDDER UNDERSTANDING 161 00:05:42,100 --> 00:05:43,468 ABOUT LANGUAGE DEVELOPMENT AND 162 00:05:43,468 --> 00:05:45,303 LATE TALKING IN PARTICULAR. 163 00:05:45,303 --> 00:05:47,105 SO WITH THAT IN MIND, LET'S TAKE 164 00:05:47,105 --> 00:05:49,508 A QUICK LOOK AT THE AGENDA FOR 165 00:05:49,508 --> 00:05:50,742 TODAY'S SESSION. 166 00:05:50,742 --> 00:05:52,210 NEXT SLIDE, PLEASE. 167 00:05:52,210 --> 00:05:52,577 PERFECT. 168 00:05:52,577 --> 00:05:57,015 SO IT WILL START OFF WITH 4 169 00:05:57,015 --> 00:05:57,549 FLASH TALKS. 170 00:05:57,549 --> 00:05:59,551 THESE WILL BE BRIEF 5 MINUTE 171 00:05:59,551 --> 00:06:03,588 TALKS, UPDATES AS I SAID FROM 172 00:06:03,588 --> 00:06:04,422 CURRENTLY FUNDED, TALK FUNDED 173 00:06:04,422 --> 00:06:05,857 PROJECTS AND WE WILL AS I SAID 174 00:06:05,857 --> 00:06:08,960 HAVE 4 OF THOSE AND WE WILL SAVE 175 00:06:08,960 --> 00:06:10,962 Q&A F THE END OF THOSE 4 TALKS 176 00:06:10,962 --> 00:06:14,766 AND WE WILL MOVE INTO A PANEL 177 00:06:14,766 --> 00:06:17,202 DISCUSSION REALLY DIVING INTO 178 00:06:17,202 --> 00:06:19,938 THESE CHALLENGES, OPPORTUNITIES, 179 00:06:19,938 --> 00:06:21,273 THE UNIQUE THINGS WE NEED TO BE 180 00:06:21,273 --> 00:06:22,107 CONSIDERING AND THINKING ABOUT 181 00:06:22,107 --> 00:06:26,411 WHEN WE'RE REALLY LOOKING AT 182 00:06:26,411 --> 00:06:27,312 LONGITUDINAL ANALYSIS OF 183 00:06:27,312 --> 00:06:30,248 LANGUAGE DEVELOPMENT AND LAY 184 00:06:30,248 --> 00:06:33,318 TALKERS, A COUPLE OF NOTES FOR 185 00:06:33,318 --> 00:06:35,687 THOSE IN ATTENDANCE TODAY, 186 00:06:35,687 --> 00:06:37,422 PLEASE FEEL FREE TO ENGAGE IN 187 00:06:37,422 --> 00:06:43,195 THIS DIGS CUSHION VIA THE Q&A 188 00:06:43,195 --> 00:06:43,662 BUTTON. 189 00:06:43,662 --> 00:06:48,033 -- DISCUSSION VIA THE Q&A 190 00:06:48,033 --> 00:06:49,701 BUTTON, ENTER THE TOPICS YOU 191 00:06:49,701 --> 00:06:53,104 WOULD LIKE TO SEE THE PANELISTS 192 00:06:53,104 --> 00:06:54,606 SPEAK ABOUT TODAY, ENTER THEM 193 00:06:54,606 --> 00:06:55,707 INTO THE PANEL TODAY AND WE WILL 194 00:06:55,707 --> 00:06:58,376 DO OUR WEST TO INCORPORATE THOSE 195 00:06:58,376 --> 00:07:00,445 THROUGHOUT THE DISCUSSION TODAY. 196 00:07:00,445 --> 00:07:02,647 IF YOU ARE HAVING TECHNICAL 197 00:07:02,647 --> 00:07:04,449 DIFFICULTIES, YOU CAN USE THE 198 00:07:04,449 --> 00:07:05,984 CHAT BUT PLEASE KEEP YOUR 199 00:07:05,984 --> 00:07:07,852 DISCUSSION TOPICS IN THE Q&A 200 00:07:07,852 --> 00:07:09,154 PORTION AND I ENCOURAGE THE 201 00:07:09,154 --> 00:07:10,589 SPEAKERS FROM THE FLASH TALKS 202 00:07:10,589 --> 00:07:11,923 AND PANEL DISCUSSIONS ALSO TO 203 00:07:11,923 --> 00:07:12,691 ENGAGE THROUGHOUT THE DISCUSSION 204 00:07:12,691 --> 00:07:16,628 TODAY EMPLOY THE HOPE IS REALLY 205 00:07:16,628 --> 00:07:17,329 -- TODAY. 206 00:07:17,329 --> 00:07:19,798 THE HOPE IS TO REALLY PUT AS 207 00:07:19,798 --> 00:07:20,966 MANY QUESTIONS OR IDEAS ON TO 208 00:07:20,966 --> 00:07:23,702 THE TABLE SO WE CAN FLESH THEM 209 00:07:23,702 --> 00:07:25,437 OUT TOGETHER WHILE WE HAVE THIS 210 00:07:25,437 --> 00:07:26,004 TIME TOGETHER TODAY. 211 00:07:26,004 --> 00:07:27,339 ALL RIGHT, SO WITH THAT, LET'S 212 00:07:27,339 --> 00:07:29,174 GO AHEAD AND MOVE INTO THE FLASH 213 00:07:29,174 --> 00:07:32,744 TALK PORTION OF OUR SESSION 214 00:07:32,744 --> 00:07:40,785 TODAY AND TO KICK US OFF WE HAVE 215 00:07:40,785 --> 00:07:46,524 DR. BENJAMIN GOLDSTEIN FROM DUKE 216 00:07:46,524 --> 00:07:48,460 UNIVERSITY AND THE WELL BEING OF 217 00:07:48,460 --> 00:07:50,262 YOUNG CHILDREN SCORE AND THE 218 00:07:50,262 --> 00:07:51,062 LATE TALKING DIAGNOSIS. 219 00:07:51,062 --> 00:07:54,199 >> I'M ASSUMING YOU CAN HEAR ME, 220 00:07:54,199 --> 00:07:55,934 SO AGAIN, THANK YOU FOR THE TALK 221 00:07:55,934 --> 00:07:57,002 INITIATIVE, THANK YOU ALL FOR 222 00:07:57,002 --> 00:07:59,104 COMING HERE AND LISTENING TO 223 00:07:59,104 --> 00:08:00,071 THESE WONDERFUL TALKS, THE FOCUS 224 00:08:00,071 --> 00:08:03,541 OF OUR GROUP IS HOW WE USE 225 00:08:03,541 --> 00:08:05,043 ROUTINELY HEALTH COLLECTED 226 00:08:05,043 --> 00:08:07,879 SYSTEM DID THEA TO PARTICULARLY 227 00:08:07,879 --> 00:08:09,748 UNDERSTAND AUTISM AND 228 00:08:09,748 --> 00:08:10,482 NEURODEVELOPMENT CONITION DIDS, 229 00:08:10,482 --> 00:08:12,917 SO WE WILL TALK ABOUT HOW WE DO 230 00:08:12,917 --> 00:08:13,418 WITH LATE TALKING. 231 00:08:13,418 --> 00:08:16,021 MOVE TO THE NEXT SLIDE. 232 00:08:16,021 --> 00:08:17,889 SO MOST STUDIES OF LATE TALKING 233 00:08:17,889 --> 00:08:19,624 HAVE REALLY FOCUSED ON 234 00:08:19,624 --> 00:08:20,592 RELATIVELY SMALL FOCUS COHORTS 235 00:08:20,592 --> 00:08:24,095 OF CHILDREN WHO ARE RECRUITED 236 00:08:24,095 --> 00:08:25,196 INTO STUDIES. 237 00:08:25,196 --> 00:08:27,032 OUR GROUP REALLY TRIES TO LOOK 238 00:08:27,032 --> 00:08:30,235 AT REAL WORLD DATA AND LEVERAGES 239 00:08:30,235 --> 00:08:31,102 HEALTH DATA FROM HEALTH SYSTEMS 240 00:08:31,102 --> 00:08:33,305 TO ALLOW US TO STUDY LARGER AND 241 00:08:33,305 --> 00:08:35,440 IDEALLY MORE DIVERSE GROUPS OF 242 00:08:35,440 --> 00:08:35,840 CHILDREN. 243 00:08:35,840 --> 00:08:37,742 TO IDENTIFY LATE TALKING THE 244 00:08:37,742 --> 00:08:40,745 AMERICAN ACADEMY OF PEDIATRICS 245 00:08:40,745 --> 00:08:42,447 RECOMMENDS MILESTONE 246 00:08:42,447 --> 00:08:43,348 SURVEILLANCE AT EVERY WELL CHILD 247 00:08:43,348 --> 00:08:45,483 VISIT AND THE USE OF 248 00:08:45,483 --> 00:08:46,651 STANDARDIZED SCREENING TOOLS AT 249 00:08:46,651 --> 00:08:47,285 SPECIFIC VISITS. 250 00:08:47,285 --> 00:08:48,687 HOWEVER, THESE ARE NOT ALWAYS 251 00:08:48,687 --> 00:08:49,654 USED AND UNIVERSALLY USED SO 252 00:08:49,654 --> 00:08:50,722 HARD TO UNDERSTAND WHAT THE 253 00:08:50,722 --> 00:08:51,923 IMPACT OF THESE ARE. 254 00:08:51,923 --> 00:08:53,425 THE SURVEY OF WELL BEING OF 255 00:08:53,425 --> 00:08:57,295 YOUNG CHILDREN ARE THE SWYC IS A 256 00:08:57,295 --> 00:09:03,635 BRIEF OPEN ACCESS EHR COMPATIBLE 257 00:09:03,635 --> 00:09:04,903 CAREGIVERS THAT INCLUDES 12 AGE 258 00:09:04,903 --> 00:09:06,571 SPECIFIC FORMS LINKED TO 259 00:09:06,571 --> 00:09:08,373 PEDIATRIC WELL CHILD VISITS FROM 260 00:09:08,373 --> 00:09:10,575 BIRTH TO 5 YEARS. 261 00:09:10,575 --> 00:09:13,712 THE 24 MONTH SWYC, CONSISTS OF 262 00:09:13,712 --> 00:09:15,747 10 QUESTIONS, 7 OF WHICH ARE 263 00:09:15,747 --> 00:09:18,083 SPECIFICALLY RELATED TO LANGUAGE 264 00:09:18,083 --> 00:09:18,383 DEVELOPMENT. 265 00:09:18,383 --> 00:09:18,783 NEXT SLIDE. 266 00:09:18,783 --> 00:09:21,519 SO THE PROJECT GOALS HERE WHICH 267 00:09:21,519 --> 00:09:24,155 I WILL REPORT ON IS TO ASSESS 268 00:09:24,155 --> 00:09:25,523 WHETHER THE 24 MONTH SWYC IS 269 00:09:25,523 --> 00:09:28,626 ASSOCIATED WITH THE FUTURE OR 270 00:09:28,626 --> 00:09:29,561 LATE TALKING DIAGNOSIS AND THEN 271 00:09:29,561 --> 00:09:31,763 TO ASK THE MORE SUBTLE QUESTION 272 00:09:31,763 --> 00:09:34,866 OF USING THE SWYC AIDS 273 00:09:34,866 --> 00:09:36,301 PEDIATRICIANS IN DIAGNOSIS LATE 274 00:09:36,301 --> 00:09:38,403 TALKING. 275 00:09:38,403 --> 00:09:38,703 NEXT SLIDE. 276 00:09:38,703 --> 00:09:41,806 SO FOR OUR STUDY DESIGN WE 277 00:09:41,806 --> 00:09:43,608 IDENTIFY WITH 24 MONTH WELL 278 00:09:43,608 --> 00:09:45,577 CHILD VISIT AND LATE TALKING 279 00:09:45,577 --> 00:09:47,045 WITH 7000 CHILDREN. 280 00:09:47,045 --> 00:09:49,080 WE EXTRACTED WHETHER A CHILD HAD 281 00:09:49,080 --> 00:09:50,515 A SWYC ADMINISTER ANDS THAT WAS 282 00:09:50,515 --> 00:09:53,017 ROUGHLY 50%, AND THEN WE ALSO 283 00:09:53,017 --> 00:09:53,718 ABSTRACTED THEIR ASSOCIATED 284 00:09:53,718 --> 00:09:55,653 SCORE AND THEN WE IDENTIFIED 285 00:09:55,653 --> 00:09:57,622 WHICH CHILDREN LATER RECEIVED A 286 00:09:57,622 --> 00:09:59,858 LATE TALKING DIAGNOSIS WHICH WAS 287 00:09:59,858 --> 00:10:02,260 APPROXIMATELY 12%. 288 00:10:02,260 --> 00:10:02,761 NEXT SLIDE. 289 00:10:02,761 --> 00:10:03,728 SO JUMPING RIGHT INTO THE 290 00:10:03,728 --> 00:10:14,105 RESULTS OF THESE ARE 2 291 00:10:14,339 --> 00:10:15,774 KAPLAN-MIER, AND WE HAVE SWYC 292 00:10:15,774 --> 00:10:17,909 USAGE AND TO TIME TO A LATE 293 00:10:17,909 --> 00:10:18,810 TALKING DIAGNOSIS. 294 00:10:18,810 --> 00:10:20,178 WE OBSERVE THAT THAT GREEN AND 295 00:10:20,178 --> 00:10:22,280 BLUE RED LINE ARE OVERLAPPING 296 00:10:22,280 --> 00:10:24,249 EACH OTHER INDICATING THAT THE 297 00:10:24,249 --> 00:10:26,451 USAGE REALLY RELATED IN NO WAY 298 00:10:26,451 --> 00:10:29,521 TO THE TIMING OF THAT LAY 299 00:10:29,521 --> 00:10:30,422 TALKING DIAGNOSIS, HOWEVER, IN 300 00:10:30,422 --> 00:10:31,656 THE SECOND PANEL WHEN WE LOOK 301 00:10:31,656 --> 00:10:33,558 AMONG THE GROUP OF CHILDREN, WHO 302 00:10:33,558 --> 00:10:36,194 DID RECEIVE A SWYC, WE DO SEE 303 00:10:36,194 --> 00:10:39,531 THAT THE -- THAT 1 SWYC SCORE, 304 00:10:39,531 --> 00:10:42,467 NAMELY THE LOWER SWYC SCORE IS 305 00:10:42,467 --> 00:10:44,369 THE QUICKER A CHILD IS 306 00:10:44,369 --> 00:10:45,870 DIAGNOSED, SO THIS SUGGESTED 307 00:10:45,870 --> 00:10:47,639 THAT THE USAGE OF THE SWYC IS 308 00:10:47,639 --> 00:10:49,841 NOT RELATED TO A MORE TIMELY 309 00:10:49,841 --> 00:10:51,709 DIAGNOSIS BUT THAT SCORE IS 310 00:10:51,709 --> 00:10:53,411 DEFINITELY RELATED TO WHICH 311 00:10:53,411 --> 00:10:55,680 CHILD WILL GET DIAGNOSED. 312 00:10:55,680 --> 00:10:56,748 NEXT SLIDE. 313 00:10:56,748 --> 00:10:58,249 DIGGING INTO THE SWYC 314 00:10:58,249 --> 00:10:59,517 COMPONENTS, SO AS MENTIONED OF 315 00:10:59,517 --> 00:11:02,854 THE 10 QUESTIONS ON THE 24 MONTH 316 00:11:02,854 --> 00:11:05,590 SWYC, WE HIGHLIGHT THE 7 WHICH 317 00:11:05,590 --> 00:11:08,092 ARE REALLY ABOUT LANGUAGE 318 00:11:08,092 --> 00:11:09,794 DEVELOPMENT, SUCH AS BODY PARTS, 319 00:11:09,794 --> 00:11:11,663 COLORS, ET CETERA AND AGAIN WE 320 00:11:11,663 --> 00:11:13,498 SEE VERY CLEARLY, THAT THE -- 321 00:11:13,498 --> 00:11:16,201 THAT THE SCORE VALUES, THAT A 322 00:11:16,201 --> 00:11:18,102 CHILD RECEIVES AT THE SURVEY IS 323 00:11:18,102 --> 00:11:19,604 FAIRLY RELATED TO WHETHER THEY 324 00:11:19,604 --> 00:11:21,473 WILL BE DIAGNOSED WITH LAY 325 00:11:21,473 --> 00:11:23,842 TALKING AT THAT ENCOUNTER OR IN 326 00:11:23,842 --> 00:11:26,377 THE FUTURE. 327 00:11:26,377 --> 00:11:26,711 NEXT SLIDE. 328 00:11:26,711 --> 00:11:28,413 SO SOME OF THE CONCLUSIONS AND 329 00:11:28,413 --> 00:11:30,915 IMPLICATIONS OF THIS ARE THAT 330 00:11:30,915 --> 00:11:33,418 WHILE ROUTINE PEDIATRIC 331 00:11:33,418 --> 00:11:34,919 SCREENING CAN HELP IDENTIFY 332 00:11:34,919 --> 00:11:35,954 CHILDREN WITH LATE TALKING AT 333 00:11:35,954 --> 00:11:37,622 LEAST IN OUR COHORT THEY WERE 334 00:11:37,622 --> 00:11:38,690 NOT NECESSARY TO IDENTIFY LATE 335 00:11:38,690 --> 00:11:39,757 TALKING CHILDREN SO THIS 336 00:11:39,757 --> 00:11:42,126 HIGHLIGHTS THE NEEDS FOR 337 00:11:42,126 --> 00:11:43,394 IMPROVED SYSTEMATIC METHODS, TO 338 00:11:43,394 --> 00:11:46,231 DETECT LAY TALKING DURING 339 00:11:46,231 --> 00:11:47,298 ROUTINE CLINICAL ENCOUNTERS, 340 00:11:47,298 --> 00:11:48,399 ALSO FOR OUR GROUP IN 341 00:11:48,399 --> 00:11:50,702 PARTICULAR, THIS IS 1 OF OUR 342 00:11:50,702 --> 00:11:54,038 FIRST FORAYS INTO UNDERSTANDING 343 00:11:54,038 --> 00:11:54,405 LATE TALKING. 344 00:11:54,405 --> 00:11:57,408 I THINK IT HIGHLIGHTED 345 00:11:57,408 --> 00:11:58,776 OPPORTUNITIES USING REAL WORLD 346 00:11:58,776 --> 00:11:59,878 DATA TO UNDERSTAND CHILDREN 347 00:11:59,878 --> 00:12:01,312 DIAGNOSED WITH LATE TALKING, 348 00:12:01,312 --> 00:12:02,647 SCREENINGS THAT OCCUR FOR THESE 349 00:12:02,647 --> 00:12:04,749 CHILDREN AND HOW WE CAN 350 00:12:04,749 --> 00:12:08,186 HOPEFULLY UNDERSTAND THEIR 351 00:12:08,186 --> 00:12:08,720 LONGITUDINAL DEVELOPMENTS. 352 00:12:08,720 --> 00:12:10,421 NEXT SLIDE. 353 00:12:10,421 --> 00:12:11,289 FOR FURTHER CONTACT INFORMATION, 354 00:12:11,289 --> 00:12:13,057 YOU CAN REACH OUT TO MYSELF. 355 00:12:13,057 --> 00:12:15,660 FOR QUESTIONS ABOUT THE DATA AND 356 00:12:15,660 --> 00:12:17,428 METHOD LOGICAL APPROACH, OR THE 357 00:12:17,428 --> 00:12:19,297 MPI ON THIS, FOR QUESTIONS ABOUT 358 00:12:19,297 --> 00:12:21,366 THE CLINICAL CONTEXT AND MORE 359 00:12:21,366 --> 00:12:22,433 ABOUT THE IMPLICATIONS AND WE 360 00:12:22,433 --> 00:12:24,636 ALSO HAVE A LINK TO THE DUKE 361 00:12:24,636 --> 00:12:27,071 AUTISM CENTER WHICH IS KIND OF 362 00:12:27,071 --> 00:12:28,406 THE UNDERBELLY OF A LOT OF THIS 363 00:12:28,406 --> 00:12:31,843 WORK AS WELL. 364 00:12:31,843 --> 00:12:32,510 THANK YOU. 365 00:12:32,510 --> 00:12:38,383 >> THANK YOU SO MUCH BEN AND 366 00:12:38,383 --> 00:12:39,017 INCREDIBLE TIMING THERE TO 367 00:12:39,017 --> 00:12:40,318 CONDENSE SO MUCH DATA IN A VERY 368 00:12:40,318 --> 00:12:41,619 SHORT PERIOD OF TIME. 369 00:12:41,619 --> 00:12:43,688 THANK YOU SO MUCH AND I KNOW I 370 00:12:43,688 --> 00:12:45,990 HAVE QUESTIONS THAT HOPEFULLY WE 371 00:12:45,990 --> 00:12:48,059 CAN COME BACK AND VISIT AFTER 372 00:12:48,059 --> 00:12:49,294 THE REST OF THE FLASH TALKS. 373 00:12:49,294 --> 00:12:54,632 SO NOW WE WILL MOVE TO A TALK 374 00:12:54,632 --> 00:12:56,267 FROM RITA KAUSHANSKAYA, ON WORD 375 00:12:56,267 --> 00:13:01,439 LEARNING AND BILING Y'ALL LATE 376 00:13:01,439 --> 00:13:01,673 TALKERS. 377 00:13:01,673 --> 00:13:02,140 >> THANKS, VIRGINIA. 378 00:13:02,140 --> 00:13:03,341 IT IS REALLY A PLEASURE TO BE 379 00:13:03,341 --> 00:13:05,310 HERE, IT'S GOING TO BE A VERY 380 00:13:05,310 --> 00:13:07,045 DIFFERENT TALK FROM THE 1 YOU 381 00:13:07,045 --> 00:13:09,247 HEARD EARLIER, SO THIS IS 382 00:13:09,247 --> 00:13:11,649 PRELIMINARY DATA ON THE GRANT 383 00:13:11,649 --> 00:13:15,420 THAT TRACKS DEVELOPMENT OF 384 00:13:15,420 --> 00:13:16,387 LANGUAGE IN SPANISH-ENGLISH 385 00:13:16,387 --> 00:13:17,055 BILING Y'ALL LATE TALKING 386 00:13:17,055 --> 00:13:19,490 CHILDREN AND THIS IS THE WORK 387 00:13:19,490 --> 00:13:22,226 I'M DOING WITH HALEY VLACH. 388 00:13:22,226 --> 00:13:23,127 NEXT SLIDE, PLEASE. 389 00:13:23,127 --> 00:13:24,429 SO WE ACTUALLY KNOW VERY, VERY 390 00:13:24,429 --> 00:13:28,666 LITTLE ABOUT THE INTERSECTION OF 391 00:13:28,666 --> 00:13:29,500 BILINGUALISM AND LATE TALKING 392 00:13:29,500 --> 00:13:30,468 AND WE DON'T REALLY KNOW WHAT 393 00:13:30,468 --> 00:13:31,736 THE COURSE OF LANGUAGE 394 00:13:31,736 --> 00:13:33,137 DEVELOPMENT MIGHT BE TO CHILDREN 395 00:13:33,137 --> 00:13:34,772 WHO ARE EXPOSED TO MULTIPLE 396 00:13:34,772 --> 00:13:35,039 LANGUAGES. 397 00:13:35,039 --> 00:13:36,874 WHAT WE DO KNOW IS THAT LATE 398 00:13:36,874 --> 00:13:38,743 TALKING CHILDREN HAVE SOME 399 00:13:38,743 --> 00:13:40,378 LEARNING DRVESS AND DIFFICULTIES 400 00:13:40,378 --> 00:13:41,446 WHEN COMPARED TO NONLATE TALKING 401 00:13:41,446 --> 00:13:43,281 CHILDREN AND WE CERTAINLY KNOW 402 00:13:43,281 --> 00:13:47,352 THAT YOUNG CHILDREN WITH 403 00:13:47,352 --> 00:13:48,987 DEVELOPMENTAL DISORDER ARE 404 00:13:48,987 --> 00:13:51,055 HAVING WORDING ENCODING 405 00:13:51,055 --> 00:13:51,389 DIFFICULTIES. 406 00:13:51,389 --> 00:13:53,458 SO 2 SUBGOALS OF THE BROADER 407 00:13:53,458 --> 00:13:55,226 GRANT WERE TO TEST CROSS 408 00:13:55,226 --> 00:13:58,896 SITUATIONAL WORD LEARNING IN 2 409 00:13:58,896 --> 00:13:59,631 YEAR-OLDS SPANISH-ENGLISH 410 00:13:59,631 --> 00:14:00,898 BILINGUAL CHILDREN, LATE TALKING 411 00:14:00,898 --> 00:14:03,201 AND NONLATE TALKING AND TO TEST 412 00:14:03,201 --> 00:14:04,502 DEVELOPMENT TRAJECTORY OF CROSS 413 00:14:04,502 --> 00:14:07,805 SITUATIONAL WORD LEARNING IN 414 00:14:07,805 --> 00:14:09,907 SPANISH-ENGLISH LATE WORD AND 415 00:14:09,907 --> 00:14:10,475 NONLATE WORD TALKING. 416 00:14:10,475 --> 00:14:13,411 SO THE WAY WE TACKLED THIS IS BY 417 00:14:13,411 --> 00:14:15,847 TACKLING THE WORD LEARNING TASK. 418 00:14:15,847 --> 00:14:17,849 IN THIS TASK, PARTICIPANTS ARE 419 00:14:17,849 --> 00:14:19,484 PRESENTED WITH MULTIPLE OBJECTS 420 00:14:19,484 --> 00:14:20,451 AND MULTIPLE LABELS ON EACH 421 00:14:20,451 --> 00:14:21,953 TRIAL WHERE THE MAPPING BETWEEN 422 00:14:21,953 --> 00:14:24,956 THE WORD AND THE LABEL IS 423 00:14:24,956 --> 00:14:25,757 AMBIGUOUS ON ANY SINGLE TRIAL 424 00:14:25,757 --> 00:14:27,592 BUT OVER THE COURSE OF 425 00:14:27,592 --> 00:14:30,628 EXPERIMENT AS LABELS AND OBJECTS 426 00:14:30,628 --> 00:14:32,030 CO OCCUR PARTICIPANTS CAN 427 00:14:32,030 --> 00:14:33,131 TYPICALLY LEARN THE RELIABLE 428 00:14:33,131 --> 00:14:33,931 MAPPING BETWEENLET WORD AND THE 429 00:14:33,931 --> 00:14:39,604 OBLIGATIONS YECT AND IGNORE THE 430 00:14:39,604 --> 00:14:40,204 VARIOUS ASSOCIATIONS. 431 00:14:40,204 --> 00:14:41,973 SO IN OUR EXPERIMENT WE PRESENT 432 00:14:41,973 --> 00:14:43,374 THE CHILDREN WITH 3 SETS OF 433 00:14:43,374 --> 00:14:44,776 NOVEL WORDS. 434 00:14:44,776 --> 00:14:46,878 IN THE ENGLISH ONLY CONDITION, 435 00:14:46,878 --> 00:14:47,945 CHILDREN LEARNED ENGLISH WORDS 436 00:14:47,945 --> 00:14:50,615 FOR NOVEL OBLIGATIONS YECTS. 437 00:14:50,615 --> 00:14:52,083 IN SPANISH ONLY, CHILDREN 438 00:14:52,083 --> 00:14:53,317 LEARNED SPANISH WORDS FOR NOVEL 439 00:14:53,317 --> 00:14:55,286 OBJECTS AND IN THE MIXED 440 00:14:55,286 --> 00:14:56,688 CONDITION, CHILDREN LEARNED BOTH 441 00:14:56,688 --> 00:14:59,323 AN ENGLISH AND SPANISH LABEL FOR 442 00:14:59,323 --> 00:15:01,793 EACH OF THE NOVEL OBJECT AND 443 00:15:01,793 --> 00:15:03,361 CRITICALLY IN THE MIXED 444 00:15:03,361 --> 00:15:03,961 CONDITION, CHILDREN RECEIVED 445 00:15:03,961 --> 00:15:05,697 HALF THE NUMBER OF EXPOSURES TO 446 00:15:05,697 --> 00:15:06,798 ENGLISH AND SPANISH LIKE LABELS 447 00:15:06,798 --> 00:15:10,435 WHEN COMPARED TO THE LANGUAGE 448 00:15:10,435 --> 00:15:10,868 SPECIFIC CONDITIONS. 449 00:15:10,868 --> 00:15:12,570 IN A TEST PHASE CHILDREN WERE 450 00:15:12,570 --> 00:15:14,305 PRESENTED WITH 2 NOVEL OBJECTS 451 00:15:14,305 --> 00:15:17,075 AND HEARD A NOVEL WORD AND WE 452 00:15:17,075 --> 00:15:19,610 INDEX LEARNING THROUGH LIGASE 453 00:15:19,610 --> 00:15:23,481 DATA WHERE RELIABLE LOOKS 454 00:15:23,481 --> 00:15:24,549 TARGETED THAT LEARNING HAS 455 00:15:24,549 --> 00:15:25,083 OCCURRED. 456 00:15:25,083 --> 00:15:25,650 NEXT SLIDE, PLEASE. 457 00:15:25,650 --> 00:15:26,684 SO OUR PROGRESS TO DATE IS THAT 458 00:15:26,684 --> 00:15:28,186 WE ARE STILL VERY MUCH 459 00:15:28,186 --> 00:15:30,388 COLLECTING DATA FOR TIME 1 WHEN 460 00:15:30,388 --> 00:15:32,190 THE CHILDREN ARE 24-30 MONTHS OF 461 00:15:32,190 --> 00:15:32,557 AGE. 462 00:15:32,557 --> 00:15:34,325 WE'RE IN YEAR 2 OF THE THE 463 00:15:34,325 --> 00:15:35,126 GRANT. 464 00:15:35,126 --> 00:15:37,061 OUR LONGITUDE FLAL DATA 465 00:15:37,061 --> 00:15:38,563 COLLECTION WILL BEGIN NEXT YEAR 466 00:15:38,563 --> 00:15:39,197 WHEN CHILDREN TURN 4. 467 00:15:39,197 --> 00:15:41,299 HOWEVER WHAT I WILL PRESENT 468 00:15:41,299 --> 00:15:42,600 TODAY ARE PRELIMINARY DATA WITH 469 00:15:42,600 --> 00:15:44,268 4 YEAR-OLD CHILDREN WITH 470 00:15:44,268 --> 00:15:46,671 DEVELOPMENTAL LANGUAGE DISORDER. 471 00:15:46,671 --> 00:15:47,472 NEXT SLIDE, PLEASE. 472 00:15:47,472 --> 00:15:49,340 SO THIS IS THE FIRST SET OF 473 00:15:49,340 --> 00:15:51,876 PRELIMINARY FINDINGS FOR THE 474 00:15:51,876 --> 00:15:54,378 NEUROTYPICAL 2 YEAR-OLDS, THESE 475 00:15:54,378 --> 00:15:57,115 ARE NONLAY TALKING CHILDREN. 476 00:15:57,115 --> 00:16:00,618 WHAT WE'VE BLOTTED HERE ARE 477 00:16:00,618 --> 00:16:01,686 [INDISCERNIBLE] ON THE TRIALS, 478 00:16:01,686 --> 00:16:03,354 THE WAY TO PRESENT THE TRIALS IS 479 00:16:03,354 --> 00:16:06,657 THAT THE COURSE IS ON THE 480 00:16:06,657 --> 00:16:08,426 AX-AXIS AND THE PRESENTATION TO 481 00:16:08,426 --> 00:16:10,928 TARGETING SYSTEM ARE ON THE 482 00:16:10,928 --> 00:16:12,997 Y-AXIS AND THE SINCE THEY ARE ON 483 00:16:12,997 --> 00:16:15,333 THE SCREEN, THE CHANCE OF SEEING 484 00:16:15,333 --> 00:16:17,935 50%, SO WHEN WE SEE LINES 485 00:16:17,935 --> 00:16:20,571 EXCEEDING 50%, WE KNOW LEARNING 486 00:16:20,571 --> 00:16:21,305 HAS OCCURRED. 487 00:16:21,305 --> 00:16:23,407 OT LEFT WE PLOTTED ENGLISH IN 488 00:16:23,407 --> 00:16:25,276 BLUE AND SPANISH IN RIGHT AND ON 489 00:16:25,276 --> 00:16:27,211 THE RIGHT MIXED LANGUAGE, 490 00:16:27,211 --> 00:16:30,014 ENGLISH IN BLUE, SPANISH IN RED. 491 00:16:30,014 --> 00:16:32,683 SO WHAT YOU ARE SEEING IS ABOVE 492 00:16:32,683 --> 00:16:34,552 RELIABLE LEARNING FOR THE 493 00:16:34,552 --> 00:16:35,853 ENGLISH AND SPANISH NOVEL LIKE 494 00:16:35,853 --> 00:16:38,055 WORDS WHEN THEY WERE TAUGHT THIS 495 00:16:38,055 --> 00:16:40,491 IN THE LANGUAGE LEARNING 496 00:16:40,491 --> 00:16:41,092 CONDITIONS. 497 00:16:41,092 --> 00:16:44,862 YOU SEE THE SINGLE LANGUAGE AND 498 00:16:44,862 --> 00:16:45,530 MIXED LANGUAGE CONDITIONS, 499 00:16:45,530 --> 00:16:49,066 SUGGESTING TO US THAT MIXED 500 00:16:49,066 --> 00:16:55,406 EXPOSURE IS IN FACT DIFFICULT 501 00:16:55,406 --> 00:16:58,109 FOR NEUROTYPICAL 2 YEAR-OLDS TO 502 00:16:58,109 --> 00:16:58,409 EXPERIENCE. 503 00:16:58,409 --> 00:16:59,410 NEXT SLIDE. 504 00:16:59,410 --> 00:17:00,244 THESE ARE LATE TALKING CHILDREN 505 00:17:00,244 --> 00:17:02,213 AND WE ONLY HAVE A HANDFUL OF 506 00:17:02,213 --> 00:17:03,614 CHILDREN IN THIS DATA SET. 507 00:17:03,614 --> 00:17:05,183 YOU SEE A GLIMMER OF LEARNING 508 00:17:05,183 --> 00:17:06,818 FOR THE SPANISH NOVEL WORDS AND 509 00:17:06,818 --> 00:17:09,954 THE SPANISH ONLY CONDITION, BUT 510 00:17:09,954 --> 00:17:11,322 CHILDREN REALLY ARE LEARNING IN 511 00:17:11,322 --> 00:17:13,758 ENGLISH AND IN THE MIXED 512 00:17:13,758 --> 00:17:14,859 LANGUAGE CONDITION, WE BASICALLY 513 00:17:14,859 --> 00:17:16,594 HAVE WIPED OUT LEARNING BECAUSE 514 00:17:16,594 --> 00:17:17,895 WHEN YOU AGGREGATE ALL THESE 515 00:17:17,895 --> 00:17:20,498 LOOKS, IT WILL SUM UP TO 0 SO 516 00:17:20,498 --> 00:17:22,166 WHAT THIS SUGGESTS TO US IS THAT 517 00:17:22,166 --> 00:17:23,568 FIRST LAY TALKING CHILDREN HAVE 518 00:17:23,568 --> 00:17:25,136 DIFFICULTY LEARNING WORDS AND 2 519 00:17:25,136 --> 00:17:27,572 THAT PRESENTING THESE IN A MIXED 520 00:17:27,572 --> 00:17:28,506 LANGUAGE ENVIRONMENT EXACERBATES 521 00:17:28,506 --> 00:17:30,374 THAT DIFFICULTY. 522 00:17:30,374 --> 00:17:31,175 NEXT SLIDE, PLEASE. 523 00:17:31,175 --> 00:17:33,711 THESE ARE 4 YEAR-OLDS WITH DLD, 524 00:17:33,711 --> 00:17:38,149 SO THEY ACTUALLY LEARNED IN BOTH 525 00:17:38,149 --> 00:17:39,317 ENGLISH AND SPANISH IN THE SAME 526 00:17:39,317 --> 00:17:40,251 LANGUAGE CONDITION AND THEY 527 00:17:40,251 --> 00:17:44,188 LEARNED REALLY WELL IN THE MIXED 528 00:17:44,188 --> 00:17:46,057 LANGUAGE CONDITIONS, IN FACT 529 00:17:46,057 --> 00:17:48,192 BETTER THAN SINGLE LANGUAGE 530 00:17:48,192 --> 00:17:49,460 CONDITIONS WITH EXPOSURES, WHICH 531 00:17:49,460 --> 00:17:50,628 SUGGESTS TO US THE MIXING 532 00:17:50,628 --> 00:17:52,997 LANGUAGES MAY BE AN EFFECTIVE 533 00:17:52,997 --> 00:17:54,999 STRATEGY TO SUPPORT LEARNING IN 534 00:17:54,999 --> 00:17:56,133 CHILDREN WITH DLD. 535 00:17:56,133 --> 00:17:56,567 NEXT SLIDE, PLEASE. 536 00:17:56,567 --> 00:17:58,069 YOU CAN CONTACT ME FOR ALL YOUR 537 00:17:58,069 --> 00:18:00,638 QUESTIONS AND THE RESOURCES 538 00:18:00,638 --> 00:18:00,872 LISTED. 539 00:18:00,872 --> 00:18:02,506 WE'LL SEND YOU TO THE LAB 540 00:18:02,506 --> 00:18:11,315 WEBSITE AND USEFUL PUBLICATIONS 541 00:18:11,315 --> 00:18:11,582 THAT'S IT. 542 00:18:11,582 --> 00:18:13,317 >> THANK YOU SO MUCH RITA AND 543 00:18:13,317 --> 00:18:14,719 ONCE AGAIN COMING AWAY WITH SO 544 00:18:14,719 --> 00:18:16,020 MANY QUESTIONS I HOPE WE HAVE 545 00:18:16,020 --> 00:18:17,521 TIME TO DIG INTO. 546 00:18:17,521 --> 00:18:19,290 ALL RIGHT, SO NOW WE'LL MOVE TO 547 00:18:19,290 --> 00:18:22,560 OUR THIRD FLASH TALK FOR TODAY 548 00:18:22,560 --> 00:18:24,428 FROM LISA HUNTER AND SHE WILL BE 549 00:18:24,428 --> 00:18:25,830 TALKING ABOUT EARLY PREDICTION 550 00:18:25,830 --> 00:18:28,866 OF LANGUAGE OUTCOMES USING 551 00:18:28,866 --> 00:18:29,767 NEUROMARKERS IN PREMATURE 552 00:18:29,767 --> 00:18:30,001 INFANTS. 553 00:18:30,001 --> 00:18:31,202 WE'VE HAD A GREAT ARRAY OF 554 00:18:31,202 --> 00:18:41,746 SCIENCE THAT WE'RE HEARING FROM 555 00:18:46,684 --> 00:18:47,885 TODAY, VERY EXCITING. 556 00:18:47,885 --> 00:18:49,120 >> GOOD MORNING EVERYONE. 557 00:18:49,120 --> 00:18:49,887 WE'RE REALLY EXCITED TO BE HERE 558 00:18:49,887 --> 00:18:51,289 AND GRATEFUL FOR THE OPPORTUNITY 559 00:18:51,289 --> 00:18:54,025 TO TALK ABOUT OUR STUDY WHICH IS 560 00:18:54,025 --> 00:18:56,127 CALLED EARLY DEVELOPMENT OF NICU 561 00:18:56,127 --> 00:18:57,995 GRADUATES OR THE EDEN STUDY AND 562 00:18:57,995 --> 00:19:01,632 I'M JOINED TODAY BY MY CO PI 563 00:19:01,632 --> 00:19:02,433 JENNIFER VANNEST WHO WILL 564 00:19:02,433 --> 00:19:04,001 PRESENT SOME OF THE MRI DATA 565 00:19:04,001 --> 00:19:07,238 WE'RE FORTUNATE TO HAVE A REALLY 566 00:19:07,238 --> 00:19:08,105 WONDERFUL VERY MULTIDISCIPLINARY 567 00:19:08,105 --> 00:19:09,674 GROUP OF INVESTIGATORS THAT 568 00:19:09,674 --> 00:19:12,576 INCLUDE OVER ON THE LEFT EXPERTS 569 00:19:12,576 --> 00:19:14,378 IN AUDITORY NEUROSCIENCE AND ON 570 00:19:14,378 --> 00:19:21,352 THE RIGHT IN NEARONATOLOGY, 571 00:19:21,352 --> 00:19:22,553 NEHAL P A RIKH, WHO HAS WORKED 572 00:19:22,553 --> 00:19:24,755 WITH US FROM THE BEGINNING ON 573 00:19:24,755 --> 00:19:26,223 ENROLLING CHILDREN FROM HIS 574 00:19:26,223 --> 00:19:27,825 ORIGINAL STUDIES THAT FOCUSED ON 575 00:19:27,825 --> 00:19:29,060 MOTOR AND COGNITIVE DEVELOPMENT 576 00:19:29,060 --> 00:19:31,595 AND ON THE LOWER LEFT EXPERTS IN 577 00:19:31,595 --> 00:19:32,897 BIOSTATISTICS AND ALSO IN DEEP 578 00:19:32,897 --> 00:19:34,632 LEARNING THAT HAVE BEEN REALLY 579 00:19:34,632 --> 00:19:36,100 IMPORTANT IN HELPING US 580 00:19:36,100 --> 00:19:38,703 UNDERSTAND HOW TO USE PREDICTIVE 581 00:19:38,703 --> 00:19:41,906 FACTORS FROM MRI AND THEN IN THE 582 00:19:41,906 --> 00:19:45,843 LOWER RIGHT, LAUREN PRATHER, WHO 583 00:19:45,843 --> 00:19:47,445 IS AN UPAND COMING LANGUAGE 584 00:19:47,445 --> 00:19:49,146 RESEARCHER, FUBDED ON THE 585 00:19:49,146 --> 00:19:50,081 DIVERSITY SUPPLEMENT FROM THE 586 00:19:50,081 --> 00:19:52,717 PARENT GRANT AS WELL AS TALK 587 00:19:52,717 --> 00:19:53,150 SUPPLEMENT. 588 00:19:53,150 --> 00:19:59,623 AND I CAN GO TO THE NEXT SLIDE. 589 00:19:59,623 --> 00:20:04,795 I DON'T SEE -- I DON'T SEEM TO 590 00:20:04,795 --> 00:20:08,733 HAVE -- APOLOGIES, CONTROL OVER 591 00:20:08,733 --> 00:20:09,800 THE SLIDE. 592 00:20:09,800 --> 00:20:11,302 SMRKS WE'VE GOT CONTROL ON OUR 593 00:20:11,302 --> 00:20:12,937 END SO YOU'RE ON THE BACKGROUND 594 00:20:12,937 --> 00:20:14,271 AND GOALS SLIDE NOW. 595 00:20:14,271 --> 00:20:14,572 >> GREAT. 596 00:20:14,572 --> 00:20:15,506 THANK YOU. 597 00:20:15,506 --> 00:20:18,409 SO FROM THE PARENT GRANT WE 598 00:20:18,409 --> 00:20:20,478 ENROLLED 280 INFAPTS BORN 599 00:20:20,478 --> 00:20:22,013 PREMATURELY AT LESS THAN 32 600 00:20:22,013 --> 00:20:23,814 WEEKS AND ON THE TALK SUPPLEMENT 601 00:20:23,814 --> 00:20:26,517 WE HAVE 40 CHILDREN DIVIDED INTO 602 00:20:26,517 --> 00:20:28,052 40 INFANTS AND 50 CHILDREN BORN 603 00:20:28,052 --> 00:20:28,719 FULL TERM. 604 00:20:28,719 --> 00:20:30,554 WE HAVE AN ARRAY OF PHYSIOLOGIC 605 00:20:30,554 --> 00:20:32,390 MEASURES TO DIG INTO THE RISK 606 00:20:32,390 --> 00:20:35,292 FACTORS WITH BRAIN INJURY AT 607 00:20:35,292 --> 00:20:37,428 BIFGHT AND CONNECTIVITY. 608 00:20:37,428 --> 00:20:38,629 HEARING, SO AUDITORY BRAIN STEM 609 00:20:38,629 --> 00:20:41,032 RESPONSES TO PICK UP REALLY EVEN 610 00:20:41,032 --> 00:20:42,767 SLIGHT DEGREES OF HEARING LOSS 611 00:20:42,767 --> 00:20:45,269 AS WELL AS FACTORS INVOLVED WITH 612 00:20:45,269 --> 00:20:47,071 SPEECH PROCESSING WITH EEG AND 613 00:20:47,071 --> 00:20:49,940 MISS MATCH RESPONSE AT 3 MONTHS 614 00:20:49,940 --> 00:20:52,877 AND THEN JEN WILL TALK MORE 615 00:20:52,877 --> 00:20:54,311 ABOUT THE C SBS THAT WE'RE USING 616 00:20:54,311 --> 00:20:56,714 TO GET MORE SENSITIVE MEASURES 617 00:20:56,714 --> 00:20:58,015 OF SPEECH DEVELOPMENT AT 2 YEARS 618 00:20:58,015 --> 00:21:00,384 OF AGE AS WELL AS MCDI WHICH I 619 00:21:00,384 --> 00:21:02,086 THINK IS MORE WIDELY KNOWN AND 620 00:21:02,086 --> 00:21:04,221 THEN AT 3 YEARS, WE'RE DOING A 621 00:21:04,221 --> 00:21:07,024 TEST OF EARLY LANGUAGE 622 00:21:07,024 --> 00:21:07,825 DEVELOPMENT AND PRELITERACY 623 00:21:07,825 --> 00:21:09,527 MEASURES AND WE ALSO ARE 624 00:21:09,527 --> 00:21:12,329 COLLECTING A WIDE RAINCHL OF 625 00:21:12,329 --> 00:21:12,797 NEURODEVELOPMENTAL AND 626 00:21:12,797 --> 00:21:15,132 ENVIRONMENTAL FACTORS AS WELL AS 627 00:21:15,132 --> 00:21:16,067 SOCIOLOGICAL DEMOGRAPHICS AND 628 00:21:16,067 --> 00:21:17,968 OUR OVERALL PROJECT GOALS ARE TO 629 00:21:17,968 --> 00:21:18,903 REALLY DETERMINE THESE EARLY 630 00:21:18,903 --> 00:21:20,504 FACTORS THAT MAY BE ASSOCIATED 631 00:21:20,504 --> 00:21:22,373 WITH HEARING LOSS AND LANGUAGE 632 00:21:22,373 --> 00:21:22,606 DELAY. 633 00:21:22,606 --> 00:21:26,343 SO WE CAN GO TO THE NEXT SLIDE. 634 00:21:26,343 --> 00:21:27,611 AND GEN WILL TAKE OVER. 635 00:21:27,611 --> 00:21:27,912 >> GREAT. 636 00:21:27,912 --> 00:21:30,448 SO I WILL TALK A LITTLE BIT MORE 637 00:21:30,448 --> 00:21:33,651 ABOUT THE SPECIFICS OF THE 638 00:21:33,651 --> 00:21:34,685 LONGITUDINAL DATA COLLECTION IN 639 00:21:34,685 --> 00:21:37,054 OUR STUDY AND THE PROGRESS THAT 640 00:21:37,054 --> 00:21:40,491 WE'VE MADE SO FAR. 641 00:21:40,491 --> 00:21:41,492 SO ALL OF THE PARTICIPANTS IN 642 00:21:41,492 --> 00:21:43,461 OUR STUDY WITH THE HISTORY OF 643 00:21:43,461 --> 00:21:46,097 PREMATURE BIRTH HAVE AN MRI 644 00:21:46,097 --> 00:21:47,031 COLLECTED DURING NATURAL SLEEP 645 00:21:47,031 --> 00:21:50,301 THAT WE CAN USE TO ASSESS BOTH 646 00:21:50,301 --> 00:21:54,405 FUNCTIONAL AND STRUCTURAL 647 00:21:54,405 --> 00:21:56,407 CONNECTIVITY THAT'S AT TERM 648 00:21:56,407 --> 00:21:57,408 EQUIVALENT AGE. 649 00:21:57,408 --> 00:21:59,210 THEN AT 3 MONTHS THE 650 00:21:59,210 --> 00:22:00,945 PARTICIPANTS COME IN FOR RESTING 651 00:22:00,945 --> 00:22:03,514 STATE AND SPEECH OF ODGE THAT WE 652 00:22:03,514 --> 00:22:06,984 WILL SHARE RESULTS FROM IN A FEW 653 00:22:06,984 --> 00:22:09,420 MINUTES AND THEN, AT AGE 2 AND A 654 00:22:09,420 --> 00:22:11,722 HALF, WE DO THE COMMUNICATION 655 00:22:11,722 --> 00:22:12,690 AND SYMBOLIC BEHAVIOR SCALES 656 00:22:12,690 --> 00:22:15,860 WHICH IS A VIDEO RECORDED 657 00:22:15,860 --> 00:22:18,195 PLAY-BASED ASSESSMENT THAT LOOKS 658 00:22:18,195 --> 00:22:23,300 AT MULTIFACETED COMMUNICATION 659 00:22:23,300 --> 00:22:24,802 SKILLS INCLUDING GUESTERAL, 660 00:22:24,802 --> 00:22:26,804 SOCIAL, AND VERBAL ASPECTS OF 661 00:22:26,804 --> 00:22:27,171 COMMUNICATION. 662 00:22:27,171 --> 00:22:29,140 SO ITUES A SERIES OF 663 00:22:29,140 --> 00:22:30,541 COMMUNICATION IN TEMPTATIONS TO 664 00:22:30,541 --> 00:22:32,409 ILLICIT THIS WIDE RANGE OF 665 00:22:32,409 --> 00:22:34,512 COMMUNICATION FROM THE CHILDREN. 666 00:22:34,512 --> 00:22:37,181 OUR TALK SUPPLEMENT HAS ALLOWED 667 00:22:37,181 --> 00:22:38,916 US TO COLLECT A GROUP OF TERM 668 00:22:38,916 --> 00:22:40,684 CONTROL CHILDREN WITH THE CSBS, 669 00:22:40,684 --> 00:22:45,789 THEN AT AGE 3, WE DO THE 670 00:22:45,789 --> 00:22:48,092 [INDISCERNIBLE] A MORE 671 00:22:48,092 --> 00:22:48,792 STANDARDIZED LANGUAGE ASSESSMENT 672 00:22:48,792 --> 00:22:50,561 ALONG WITH A LANGUAGE SAMPLE AND 673 00:22:50,561 --> 00:22:53,097 SOME TESTS OF PRELITERACY 674 00:22:53,097 --> 00:22:53,330 SKILLS. 675 00:22:53,330 --> 00:22:55,766 AT ALL OF THESE TIME POINTS, THE 676 00:22:55,766 --> 00:23:03,140 CHILDREN'S HEARING IS ALSO 677 00:23:03,140 --> 00:23:04,975 THOROUGHLY CHARACTERIZED. 678 00:23:04,975 --> 00:23:05,376 >> NEXT SLIDE. 679 00:23:05,376 --> 00:23:05,676 >> GREAT. 680 00:23:05,676 --> 00:23:07,811 SO I WANTED TO JUST SHARE A BIT 681 00:23:07,811 --> 00:23:12,583 OF PRELIMINARY DATA FROM OUR 682 00:23:12,583 --> 00:23:14,218 FUNCTIONAL MRI, RELATING THOSE 683 00:23:14,218 --> 00:23:17,121 MEASURES TO LANGUAGE OUTCOMES AT 684 00:23:17,121 --> 00:23:18,355 AGE 2. 685 00:23:18,355 --> 00:23:21,025 IN THIS PRELIMINARY ANALYSIS IN 686 00:23:21,025 --> 00:23:23,093 133 CHILDREN, WE SELECTED A SET 687 00:23:23,093 --> 00:23:25,062 OF REGIONS THAT SUPPORT LANGUAGE 688 00:23:25,062 --> 00:23:27,598 DEVELOPMENT AND LOOKED AT PAIR 689 00:23:27,598 --> 00:23:29,900 WISE FUNCTIONAL CONNECTIVITY AND 690 00:23:29,900 --> 00:23:31,368 SAW A CORRELATION BETWEEN THE 691 00:23:31,368 --> 00:23:35,039 SOCIAL AFFECT OF SUBSCALEOT CSBS 692 00:23:35,039 --> 00:23:37,241 AND CONNECTIVITY BETWEEN LEFT 693 00:23:37,241 --> 00:23:38,542 FRONTAL AND PARIETAL REGIONS. 694 00:23:38,542 --> 00:23:49,053 SO NEXT SLIDE, AND WE WILL GO 695 00:23:50,020 --> 00:23:50,854 BACK TO LISA. 696 00:23:50,854 --> 00:23:51,956 I THINK YOU'RE ON MUTE. 697 00:23:51,956 --> 00:23:57,394 >> I THINK WE WILL STOP THERE. 698 00:23:57,394 --> 00:23:58,829 >> IF YOU WOULD LIKE TO TAKE 1 699 00:23:58,829 --> 00:24:00,064 MORE MINUTE, WE HAVE A LITTLE 700 00:24:00,064 --> 00:24:00,965 BIT OF TIME. 701 00:24:00,965 --> 00:24:02,833 >> OKAY, IN THIS SLIDE, WE'RE 702 00:24:02,833 --> 00:24:05,102 SHOWING THAT OUR FULL TERM 703 00:24:05,102 --> 00:24:07,037 HEALTHY CONTROL CHILDREN HAVE 704 00:24:07,037 --> 00:24:09,473 FAR BETTER HEARING SHOWN IN THE 705 00:24:09,473 --> 00:24:11,108 GREEN COMPARED TO THE PRETERM 706 00:24:11,108 --> 00:24:11,375 CHILDREN. 707 00:24:11,375 --> 00:24:12,876 WE HAD SOME WITH NORMAL HEARING, 708 00:24:12,876 --> 00:24:16,313 BUT QUITE A BIT IN YELLOW SHOWN 709 00:24:16,313 --> 00:24:16,880 WITH TEMPORARY CONDUCTIVE 710 00:24:16,880 --> 00:24:18,616 HEARING LOSS AND ALSO SENSORY 711 00:24:18,616 --> 00:24:21,719 NEURAL HEARING LOSS WHICH IS 712 00:24:21,719 --> 00:24:23,187 CONSIDERED PERMANENT AND OVERALL 713 00:24:23,187 --> 00:24:25,289 CLOSE TO 30% OF CHILDREN DID 714 00:24:25,289 --> 00:24:27,024 HAVE SOME DEGREE OF HEARING 715 00:24:27,024 --> 00:24:27,825 LOSS. 716 00:24:27,825 --> 00:24:29,126 THESE ARE GENERALLY NOT BEING 717 00:24:29,126 --> 00:24:30,761 PICKED UP WITH NEW BORN HEARING 718 00:24:30,761 --> 00:24:34,965 SCREENING PERHAPS DUE TO 719 00:24:34,965 --> 00:24:35,699 INSENSITIVITY OF THAT MEASURE 720 00:24:35,699 --> 00:24:37,234 BUT ALSO THE RISK FOR 721 00:24:37,234 --> 00:24:38,068 PROGRESSIVE AND LATER ONSET 722 00:24:38,068 --> 00:24:39,370 HEARING LOSS AND WE ARE FIND 723 00:24:39,370 --> 00:24:41,105 THANKSGIVING SEEMS TO BE 1 OF 724 00:24:41,105 --> 00:24:43,440 THE IMPORTANT RISK FACTORS FOR 725 00:24:43,440 --> 00:24:44,875 LANGUAGE DELAY AT 2 AND 3 YEARS 726 00:24:44,875 --> 00:24:45,109 OF AGE. 727 00:24:45,109 --> 00:24:50,381 SO WITH THAT I WILL STOP. 728 00:24:50,381 --> 00:24:51,181 THANK YOU. 729 00:24:51,181 --> 00:24:51,482 >> GREAT. 730 00:24:51,482 --> 00:24:53,083 THANK YOU VERY MUCH. 731 00:24:53,083 --> 00:24:54,718 SO MUCH DENSE DATA HERE IN SUCH 732 00:24:54,718 --> 00:24:55,686 A SHORT AMOUNT OF TIME. 733 00:24:55,686 --> 00:24:56,754 SO THANK YOU SO MUCH. 734 00:24:56,754 --> 00:24:58,622 >> ALL RIGHT, WE WILL MOVE TO 735 00:24:58,622 --> 00:25:01,492 OUR FINAL FLASH TALK FOR TODAY 736 00:25:01,492 --> 00:25:03,127 FROM RACHEL BARR AT GEORGETOWN 737 00:25:03,127 --> 00:25:03,427 UNIVERSITY. 738 00:25:03,427 --> 00:25:05,562 WILL TALK TO US ABOUT FAMILY 739 00:25:05,562 --> 00:25:07,498 MEDIA PRACTICES AND LATE TALKER 740 00:25:07,498 --> 00:25:10,267 STATUS IN EARLY CHILDHOOD. 741 00:25:10,267 --> 00:25:11,902 >> THANK YOU. 742 00:25:11,902 --> 00:25:15,639 OUR PROJECT IS -- AND I'M HERE 743 00:25:15,639 --> 00:25:16,607 WITH MY COLLEAGUE Mc CALL 744 00:25:16,607 --> 00:25:18,075 BOOTH AS WELL. 745 00:25:18,075 --> 00:25:23,614 OUR PROJECT WHICH IS RUN THROUGH 746 00:25:23,614 --> 00:25:27,751 THE CAFE CONSORTIUM AND THE DATA 747 00:25:27,751 --> 00:25:35,192 PRACTICES AND [INDISCERNIBLE]. 748 00:25:35,192 --> 00:25:35,959 NEXT SLIDE, PLEASE. 749 00:25:35,959 --> 00:25:38,295 AND WE KNOW QUITE A LOT ABOUT 750 00:25:38,295 --> 00:25:39,697 MEDIA PRACTICES AND LANGUAGE 751 00:25:39,697 --> 00:25:42,433 OUTCOMES BUT VERY LITTLE ABOUT 752 00:25:42,433 --> 00:25:46,403 HOW THEY'RE SOCIETIED WITH LATE 753 00:25:46,403 --> 00:25:46,970 TALKER STATUS SPECIFICALLY. 754 00:25:46,970 --> 00:25:48,505 SO WHAT WE KNOW SO FAR IS THAT 755 00:25:48,505 --> 00:25:52,042 IT'S NOT JUST THE AMOUNT OF 756 00:25:52,042 --> 00:25:55,045 EXPOSURE, BUT RATHER THE QUALITY 757 00:25:55,045 --> 00:25:57,414 OF THAT [INDISCERNIBLE] EXPOSURE 758 00:25:57,414 --> 00:26:01,352 WITH LANGUAGE DATA OUTCOMES. 759 00:26:01,352 --> 00:26:03,153 SO POOR QUALITY MEDIA EXPOSURE 760 00:26:03,153 --> 00:26:05,055 IS ASSOCIATED WITH THE POOR 761 00:26:05,055 --> 00:26:08,025 LANGUAGE OUTCOME ACROSS TIME IN 762 00:26:08,025 --> 00:26:12,563 LONGITUDINAL STUDIES AND JOINT 763 00:26:12,563 --> 00:26:13,630 [INDISCERNIBLE] -- I DON'T KNOW 764 00:26:13,630 --> 00:26:15,299 HOW TO FIX THE ECHO. 765 00:26:15,299 --> 00:26:17,267 IT WASN'T HERE BEFORE. 766 00:26:17,267 --> 00:26:21,972 DOES ANYONE HAVE ANY 767 00:26:21,972 --> 00:26:22,272 SUGGESTIONS? 768 00:26:22,272 --> 00:26:26,844 I'LL JUST KEEP GOING. 769 00:26:26,844 --> 00:26:32,216 SO JOINT EXPOSURE IS THE 770 00:26:32,216 --> 00:26:33,484 [INDISCERNIBLE] MEDIA DATA 771 00:26:33,484 --> 00:26:35,853 LANGUAGE OUTCOMES. 772 00:26:35,853 --> 00:26:38,021 SO TECHNOFEAR ENSEL IS ANOTHER 773 00:26:38,021 --> 00:26:40,524 THING THAT IS INVOLVES JUST LIKE 774 00:26:40,524 --> 00:26:41,291 GETTING THE NOTIFICATION, IT'S 775 00:26:41,291 --> 00:26:43,527 WHEN A RELATIONSHIP IS DISRUPTED 776 00:26:43,527 --> 00:26:45,262 BY TECHNOLOGY, SO WHEN PARENTS 777 00:26:45,262 --> 00:26:51,034 ARE USING THEIR OWN MEDIA TO 778 00:26:51,034 --> 00:26:52,302 HAVE PARENT CHILD INTERACTION 779 00:26:52,302 --> 00:26:53,470 AND IT'S LIKELY TO BE ASSOCIATE 780 00:26:53,470 --> 00:26:54,371 WIDE FOREIGN LANGUAGE OUTCOMES 781 00:26:54,371 --> 00:26:57,875 AS WELL, BUT AS I SAID, THERE 782 00:26:57,875 --> 00:27:00,077 HASN'T BEEN ANY WORK CONNECTING 783 00:27:00,077 --> 00:27:02,179 WHETHER OR NOT PROLONGED QUALITY 784 00:27:02,179 --> 00:27:04,047 AND CONTENT AND CONTEXT OF 785 00:27:04,047 --> 00:27:10,020 EXPOSURE AND LATE TALKER STATUS, 786 00:27:10,020 --> 00:27:16,994 AND WHETHER OR NOT HIGH QUALITY 787 00:27:16,994 --> 00:27:21,198 CONTENT AND JME COULD BE 788 00:27:21,198 --> 00:27:21,698 PROTECTIVE. 789 00:27:21,698 --> 00:27:24,568 SO WHAT OUR GOALS ARE IS TO 790 00:27:24,568 --> 00:27:25,736 EXAMINE THE RELATIONSHIP BETWEEN 791 00:27:25,736 --> 00:27:27,771 EXPOSURE AND LATE TALKER STATUS 792 00:27:27,771 --> 00:27:31,208 AND TO EXAMINE TRAJECTORIES OF 793 00:27:31,208 --> 00:27:32,342 EXPRESSIVE LANGUAGE GROWTH IN 794 00:27:32,342 --> 00:27:39,049 LATE TALKERS. 795 00:27:39,049 --> 00:27:39,483 NEXT SLIDE, PLEASE. 796 00:27:39,483 --> 00:27:42,753 SO I'M GOING TO PRESENT SOME 797 00:27:42,753 --> 00:27:43,887 PRELIMINARY DATA ON OUR PROGRESS 798 00:27:43,887 --> 00:27:44,988 TO DATE. 799 00:27:44,988 --> 00:27:46,723 LIKE OTHER DATA STUDIES OUR 800 00:27:46,723 --> 00:27:48,859 COLLECTION IS TILL ONGOING SO I 801 00:27:48,859 --> 00:27:51,395 WILL PRESENT SOME CONCURRENT 802 00:27:51,395 --> 00:27:54,398 FINDINGS AND PRELIMINARY 803 00:27:54,398 --> 00:27:59,369 LONGITUDINAL FINDING. 804 00:27:59,369 --> 00:28:01,972 TWO KEY MEASURES -- LET'S SEE IF 805 00:28:01,972 --> 00:28:02,739 THIS WORKS. 806 00:28:02,739 --> 00:28:09,913 IS THE ECHO NOW GONE? 807 00:28:09,913 --> 00:28:11,448 NNO, THE ECHO IS STILL THERE, I 808 00:28:11,448 --> 00:28:17,521 WOULD SAY KEEP GOING AND TALK 809 00:28:17,521 --> 00:28:19,857 SLOWLY, IT'S NOT SO DISRUPTIVE. 810 00:28:19,857 --> 00:28:20,524 >> OKAY. 811 00:28:20,524 --> 00:28:23,994 SO WE HAVE 2 MEASURES, THE MEDIA 812 00:28:23,994 --> 00:28:25,729 ASSESSMENT QUESTIONNAIRE FROM 813 00:28:25,729 --> 00:28:29,900 THE CAFE CONSORTIUM AND WE USE 814 00:28:29,900 --> 00:28:33,403 THE CDI WHICH TRACKS THE 815 00:28:33,403 --> 00:28:33,971 PROJECTIVE VOCABULARY 816 00:28:33,971 --> 00:28:34,271 ACQUISITION. 817 00:28:34,271 --> 00:28:36,740 SO FOR WE COLLECTED RESPONSES 818 00:28:36,740 --> 00:28:38,408 FROM 752 ENGLISH SPEAKING 819 00:28:38,408 --> 00:28:40,244 CHILDREN, AGE 3 YEARS AND 820 00:28:40,244 --> 00:28:41,845 YOUNGER. 821 00:28:41,845 --> 00:28:44,848 WE HAVE CALCULATED OUR MEDIA 822 00:28:44,848 --> 00:28:46,250 PRACTICE VARIABLES, BUT 823 00:28:46,250 --> 00:28:51,154 DURATION, QUALITY OF CONTENT, 824 00:28:51,154 --> 00:28:53,590 JOINT MEDIA ENGAGEMENT AND 825 00:28:53,590 --> 00:28:57,027 TECHNOFER ENSEL, AND CREATED 826 00:28:57,027 --> 00:28:58,128 INITIAL COMBINED LONGITUDINAL 827 00:28:58,128 --> 00:29:08,305 STATUSES. 828 00:29:12,276 --> 00:29:16,146 NEXT SLIDE, PLEASE. 829 00:29:16,146 --> 00:29:17,548 WE ARE PRESENTING, OUR DATA 830 00:29:17,548 --> 00:29:19,650 WITHIN THE FRAMING OF OUR 831 00:29:19,650 --> 00:29:21,151 PROJECT IS BY THE DREAMER 832 00:29:21,151 --> 00:29:25,622 FRAMEWORK, THIS IS FOR THE 833 00:29:25,622 --> 00:29:28,058 DYNAMIC ECOLOGICAL APPROACH TO 834 00:29:28,058 --> 00:29:29,993 MEDIA EFFECTS RESEARCH. 835 00:29:29,993 --> 00:29:40,070 OKAY, I'M GOING TO TRY MUTING. 836 00:29:40,070 --> 00:29:41,371 >> WE NEED YOUR AUDIO. 837 00:29:41,371 --> 00:29:42,873 WE APPRECIATE YOU WORKING WITH 838 00:29:42,873 --> 00:29:43,240 US. 839 00:29:43,240 --> 00:29:44,508 IT WAS WORKING FINE BEFORE, SO 840 00:29:44,508 --> 00:29:46,610 LONG AS YOU KEEP TALKING AT THE 841 00:29:46,610 --> 00:29:49,313 PACE YOU ARE, NOT IDEAL BUT 842 00:29:49,313 --> 00:29:50,314 YOU'RE DOING GREAT. 843 00:29:50,314 --> 00:29:50,614 >> GREAT. 844 00:29:50,614 --> 00:29:53,317 I DON'T KNOW WHY IT CHANGED. 845 00:29:53,317 --> 00:29:56,853 OKAY, SO THE DREAMER FRAMEWORK 846 00:29:56,853 --> 00:29:57,821 HAD BEEN DEVELOPED BY OUR GROUP 847 00:29:57,821 --> 00:30:00,490 AND WHAT YOU CAN SEE IS AN IMAGE 848 00:30:00,490 --> 00:30:03,493 HERE ON THE RIGHT, WHAT WE'RE 849 00:30:03,493 --> 00:30:09,533 TRYING TO DO IS EXAMINE HOW 850 00:30:09,533 --> 00:30:10,534 STRUCTURAL FACTORS THINGS LIKE 851 00:30:10,534 --> 00:30:14,705 GROWING UP DURING THE PANDEMIC, 852 00:30:14,705 --> 00:30:16,907 AND CHILDHOOD FACTORS SUCH AS 853 00:30:16,907 --> 00:30:17,641 AGE AND DEMOGRAPHIC, ARE 854 00:30:17,641 --> 00:30:18,909 ASSOCIATED WITH THE DAILY 855 00:30:18,909 --> 00:30:22,446 DYNAMIC USE OF MEDIA, SO THINGS 856 00:30:22,446 --> 00:30:25,449 LIKE WHETHER OR NOT THERE'S 857 00:30:25,449 --> 00:30:26,416 TECHNOINTERFERENCE, MOTIVATIONS 858 00:30:26,416 --> 00:30:28,685 THAT PARENTS HAVE FOR USING 859 00:30:28,685 --> 00:30:30,420 MEDIA, THE DURATION AND THE 860 00:30:30,420 --> 00:30:32,022 JOINT MEDIA ENGAGEMENT AND YOU 861 00:30:32,022 --> 00:30:35,192 HAVE THAT DYNAMIC DAILY USE 862 00:30:35,192 --> 00:30:37,394 ASSOCIATED WITH LATE TALKER 863 00:30:37,394 --> 00:30:37,628 STATUS. 864 00:30:37,628 --> 00:30:40,697 SO NOW I WILL PRESENT THE 865 00:30:40,697 --> 00:30:42,199 CONCURRENT FINDINGS, NEXT SLIDE, 866 00:30:42,199 --> 00:30:42,666 PLEASE. 867 00:30:42,666 --> 00:30:46,536 AND WHAT WE CAN SEE HERE ARE 868 00:30:46,536 --> 00:30:51,174 PRELIMINARY CROSS SECTIONAL 869 00:30:51,174 --> 00:30:51,642 FINDINGS. 870 00:30:51,642 --> 00:30:55,712 ON THE TABLE ON THE RIGHT, WHAT 871 00:30:55,712 --> 00:30:56,913 YOU CAN SEE ARE ALL THE 872 00:30:56,913 --> 00:30:58,348 VARIABLES WE HAVE ENTERED SO FAR 873 00:30:58,348 --> 00:30:59,549 AND IN THE FINAL MODEL AND THEN 874 00:30:59,549 --> 00:31:01,551 WE PULL OUT THE 2 KEY FINDINGS 875 00:31:01,551 --> 00:31:02,519 FROM THE FINAL MODEL. 876 00:31:02,519 --> 00:31:04,621 WHAT WE SEE CONCURRENTLY IN 877 00:31:04,621 --> 00:31:06,723 CHILDREN UNDER 3 YEARS, IS THAT 878 00:31:06,723 --> 00:31:09,092 THE TOTAL DURATION OF TELEVISION 879 00:31:09,092 --> 00:31:11,628 AND VIDEO TIME IS ASSOCIATED 880 00:31:11,628 --> 00:31:13,797 WITH LATE TALKER STATUS AND HAS 881 00:31:13,797 --> 00:31:15,999 BEEN FOUND IN PRIOR RESEARCH 882 00:31:15,999 --> 00:31:18,935 ALSO FAMILY EDUCATION AND INCOME 883 00:31:18,935 --> 00:31:23,573 ARE ASSOCIATED WITH LATE TALKER 884 00:31:23,573 --> 00:31:26,443 STATUS, SUCH THAT LEVELS OF 885 00:31:26,443 --> 00:31:29,079 [INDISCERNIBLE] AND FEWER FAMILY 886 00:31:29,079 --> 00:31:30,414 RESOURCES ARE ASSOCIATE WIDE 887 00:31:30,414 --> 00:31:35,285 LATE TALKER DATA. 888 00:31:35,285 --> 00:31:37,921 AND WE CONDUCTED 1 MODEL, IF 889 00:31:37,921 --> 00:31:40,424 WAVE 1 AND 2 ON THE SUBSET OF 890 00:31:40,424 --> 00:31:42,225 DATA, THE DATA WE COLLECTED 1 891 00:31:42,225 --> 00:31:44,161 YEAR PAST AND WHAT WE FIND AND 892 00:31:44,161 --> 00:31:46,363 WHAT WE'RE LOOKING AT IS THE 893 00:31:46,363 --> 00:31:48,565 DURATION OF EXPOSURE, AT 894 00:31:48,565 --> 00:31:50,767 TIMELINE LATE TALKERS BETTER AND 895 00:31:50,767 --> 00:31:53,036 [INDISCERNIBLE] AT EACH TIME 896 00:31:53,036 --> 00:31:56,673 POINT WE FIND THAT TELEVISION 897 00:31:56,673 --> 00:31:59,309 DURATION, BETWEEN TIME 1 AND 1 898 00:31:59,309 --> 00:32:02,879 YEAR LATER, ARE ASSOCIATED LATE 899 00:32:02,879 --> 00:32:04,748 TALKER STATUS, AND LATE TALKER 900 00:32:04,748 --> 00:32:06,383 STATUS ARE ASSOCIATED 1 YEAR 901 00:32:06,383 --> 00:32:09,119 LATER, HOWEVER, WE ALSO FIND 902 00:32:09,119 --> 00:32:11,755 THAT TELEVISION DURATION AT TIME 903 00:32:11,755 --> 00:32:13,824 .1, IS ASSOCIATED WITH LATE 904 00:32:13,824 --> 00:32:17,394 TALKER DATA 1 YEAR LATER AT TIME 905 00:32:17,394 --> 00:32:20,430 .2. 906 00:32:20,430 --> 00:32:20,831 NEXT SLIDE PLEASE. 907 00:32:20,831 --> 00:32:22,632 HERE ARE OUR RESOURCES AND 908 00:32:22,632 --> 00:32:24,735 PLEASE FEEL FREE TO CONTACT US 909 00:32:24,735 --> 00:32:29,973 WITH ANY QUESTIONS YOU MIGHT 910 00:32:29,973 --> 00:32:30,307 HAVE. 911 00:32:30,307 --> 00:32:31,508 >> THANK YOU SO MUCH RACHEL AND 912 00:32:31,508 --> 00:32:33,410 THANKS SO MUCH FOR WORKING 913 00:32:33,410 --> 00:32:37,380 THROUGH THE TECHNICAL 914 00:32:37,380 --> 00:32:38,415 DIFFICULTIES THERE THIS IS JUST 915 00:32:38,415 --> 00:32:41,485 SUCH A BROAD ARRAY OF SCIENCE 916 00:32:41,485 --> 00:32:44,121 FOR PROGECS WHICH IS REALLY 917 00:32:44,121 --> 00:32:47,224 EXCITING TO SEE AND SOME 918 00:32:47,224 --> 00:32:48,024 QUESTIONS CAME IN. 919 00:32:48,024 --> 00:32:50,761 I'M GOING TO START WITH LET'S 920 00:32:50,761 --> 00:32:53,096 SEE, 1 TO LISA BECAUSE THE 921 00:32:53,096 --> 00:32:53,997 SPEAKERS ALREADY STARTING TO 922 00:32:53,997 --> 00:32:55,632 ANSWER SOME OF THESE IN THE CHAT 923 00:32:55,632 --> 00:32:57,334 AND THIS 1 HASN'T BEEN ANSWERED 924 00:32:57,334 --> 00:32:58,835 YET, THE QUESTION IS WHETHER 925 00:32:58,835 --> 00:33:00,771 THERE'S A HEIGHTENED INCIDENCE 926 00:33:00,771 --> 00:33:02,339 OF EAR FLUID OR MIDDLE EAR 927 00:33:02,339 --> 00:33:06,643 EFFUSION FOR THE PREMATURE 928 00:33:06,643 --> 00:33:07,010 INFANTS? 929 00:33:07,010 --> 00:33:08,311 >> YES, THAT'S A GREAT QUESTION. 930 00:33:08,311 --> 00:33:09,579 AND I'M SORRY I GLOSSED OVER 931 00:33:09,579 --> 00:33:11,581 THAT A LITTLE BIT AT THE END BUT 932 00:33:11,581 --> 00:33:13,650 WE ARE FINDING NOT ONLY AT 3 933 00:33:13,650 --> 00:33:16,520 MONTHS OF AGE, BUT CONTINUING TO 934 00:33:16,520 --> 00:33:21,391 AGE 2 AND 3, DEFINITELY 935 00:33:21,391 --> 00:33:24,561 INCREASED AND CHRONIC OTITIS 936 00:33:24,561 --> 00:33:25,762 MEDIA WITH EFFUSION AND WE'RE 937 00:33:25,762 --> 00:33:27,197 INTERESTED IN LOOKING AT THAT 938 00:33:27,197 --> 00:33:28,832 COMPARED TO THE MORE PROMINENT 939 00:33:28,832 --> 00:33:31,968 FORMS OF HEARING LOSS AS A RISK 940 00:33:31,968 --> 00:33:32,636 FACTOR. 941 00:33:32,636 --> 00:33:32,936 >> GREAT. 942 00:33:32,936 --> 00:33:34,404 THANK YOU. 943 00:33:34,404 --> 00:33:35,806 RITA YOU ANSWERED THIS QUESTION 944 00:33:35,806 --> 00:33:39,209 IN THE Q&A BUT I WOULD LOVE FOR 945 00:33:39,209 --> 00:33:40,744 YOU TO MAYBE COME OFF MUTE AND 946 00:33:40,744 --> 00:33:43,246 TALK ABOUT THIS A LITTLE BIT 947 00:33:43,246 --> 00:33:45,015 MORE, YOU KNOW I WILL SAY AND I 948 00:33:45,015 --> 00:33:46,383 THINK YOU WILL PROBABLY 949 00:33:46,383 --> 00:33:48,652 REINFORCE THIS IDEA THAT THESE 950 00:33:48,652 --> 00:33:50,153 ARE PRELIMINARY DATA, YOU DON'T 951 00:33:50,153 --> 00:33:52,322 HAVE A FULL LONGITUDINAL SET, 952 00:33:52,322 --> 00:33:53,757 YOU DON'T HAVE FULL DAILY BASIS 953 00:33:53,757 --> 00:33:56,626 THEA SET BUT CLEAR POTENTIAL 954 00:33:56,626 --> 00:33:58,428 IMPLICATIONS OR ADVICE WE MIGHT 955 00:33:58,428 --> 00:33:59,696 GIVE TO BILINGUAL FAMILIES ABOUT 956 00:33:59,696 --> 00:34:01,598 WHAT TO DO, WITH THEIR KIDS, HOW 957 00:34:01,598 --> 00:34:03,366 TO USE LANGUAGE, SO, I WONDER IF 958 00:34:03,366 --> 00:34:06,403 YOU CAN MAYBE EXPAND ON THAT A 959 00:34:06,403 --> 00:34:07,671 LITTLE BIT. 960 00:34:07,671 --> 00:34:08,672 >> ABSOLUTELY, WOULD BE HAPPY 961 00:34:08,672 --> 00:34:09,272 TO. 962 00:34:09,272 --> 00:34:11,675 SO THE QUESTION WAS 2 FOLD, 1 963 00:34:11,675 --> 00:34:13,577 WAS ABOUT HOW DO WE INTERPRET 964 00:34:13,577 --> 00:34:16,346 THE FINDINGS FOR THE CHILDREN 965 00:34:16,346 --> 00:34:18,615 WITH DEVELOPMENTAL LANGUAGE 966 00:34:18,615 --> 00:34:20,884 DISORDER AND I THINK JAMES BOOTH 967 00:34:20,884 --> 00:34:22,085 HAD A VERY SIMILAR QUESTION AND 968 00:34:22,085 --> 00:34:28,058 WHETHER THIS IS A D.O.D. EFFECT 969 00:34:28,058 --> 00:34:30,126 OR MATURATION EFFECT IS HARD TO 970 00:34:30,126 --> 00:34:31,061 TELL AT THIS POINT BECAUSE WE 971 00:34:31,061 --> 00:34:32,395 DON'T UPON HAVE LONGITUDINAL 972 00:34:32,395 --> 00:34:32,662 DATA YET. 973 00:34:32,662 --> 00:34:34,931 SO ONCE WE DO AND WE HAVE 4 974 00:34:34,931 --> 00:34:36,366 YEAR-OLDS THAT ARE RESOLVED AS 975 00:34:36,366 --> 00:34:38,535 WELL AS 4 YEAR-OLDS WITH DLD, 976 00:34:38,535 --> 00:34:40,170 WHETHER THIS IS DEVELOPMENTAL 977 00:34:40,170 --> 00:34:41,972 LANGUAGE DISORDER OR AGE THAT'S 978 00:34:41,972 --> 00:34:44,107 ACTUALLY ENHANCING CHILDREN'S 979 00:34:44,107 --> 00:34:45,408 LEARNING FROM THE LANGUAGE 980 00:34:45,408 --> 00:34:45,775 INPUT. 981 00:34:45,775 --> 00:34:47,410 I WILL SAY WE'RE NOT THE FIRST 982 00:34:47,410 --> 00:34:51,181 1S TO SHOW BENEFITS TO COLD 983 00:34:51,181 --> 00:34:53,049 SWITCHING IN CHILDREN WITH DLD 984 00:34:53,049 --> 00:34:55,252 SPECIFICALLY BUT IT SEEMS THAT 985 00:34:55,252 --> 00:35:00,457 THE BENEFIT OF DLD THAT INCLUDES 986 00:35:00,457 --> 00:35:02,158 ATTENTION MAY BENEFIT FROM INPUT 987 00:35:02,158 --> 00:35:05,528 THAT HAS MIXED INFORMATION. 988 00:35:05,528 --> 00:35:08,131 SO WHERE INFORMATION IS 989 00:35:08,131 --> 00:35:10,000 INTERWEAVE SO IT MAY BE THIS IS 990 00:35:10,000 --> 00:35:13,103 IN FACT A DLD FINDING. 991 00:35:13,103 --> 00:35:14,604 SO FOR THE PRACTICAL 992 00:35:14,604 --> 00:35:16,106 IMPLICATIONS OF WHAT WE'RE 993 00:35:16,106 --> 00:35:17,974 SEEING WITH LATE TALKING AS WELL 994 00:35:17,974 --> 00:35:19,276 AS CHILDREN WITH DLD, ABSOLUTELY 995 00:35:19,276 --> 00:35:22,479 NEED THE FULL SAMPLE BEFORE I 996 00:35:22,479 --> 00:35:23,546 WILL SAY ANYTHING DIRECTIVE BUT 997 00:35:23,546 --> 00:35:25,048 AGAIN THIS IS NOT THE FIRST TIME 998 00:35:25,048 --> 00:35:32,022 WE SEE THIS IN OUR STUDIES WHERE 999 00:35:32,022 --> 00:35:33,323 IN GENERAL IT SEEMS THAT 1000 00:35:33,323 --> 00:35:34,491 CHILDREN LEARN BETTER WHEN INPUT 1001 00:35:34,491 --> 00:35:39,596 IS SORT OF TAGGED AND SEGREGATED 1002 00:35:39,596 --> 00:35:40,630 BY LANGUAGE. 1003 00:35:40,630 --> 00:35:42,265 WE IN THIS PARTICULAR GRANT WE 1004 00:35:42,265 --> 00:35:42,966 HAVE OTHER EXPERIMENTS WHERE WE 1005 00:35:42,966 --> 00:35:47,737 WILL ALSO TRY AND FIGURE OUT 1006 00:35:47,737 --> 00:35:49,439 WHETHER THE 1 LANGUAGE 1 PERSON 1007 00:35:49,439 --> 00:35:50,607 APPROACH MAY BE ESPECIALLY 1008 00:35:50,607 --> 00:35:53,710 USEFUL TO CHILDREN WITH SORT OF 1009 00:35:53,710 --> 00:35:54,444 RISK FACTORS ASSOCIATED WITH 1010 00:35:54,444 --> 00:35:56,613 LANGUAGE DEVELOPMENT AND SO THAT 1011 00:35:56,613 --> 00:35:58,048 WILL BE I THINK REALLY HELPFUL 1012 00:35:58,048 --> 00:36:02,118 AS WELL AS WE THINK ABOUT ADVICE 1013 00:36:02,118 --> 00:36:05,021 TO PARENTS AND CLINICIANS. 1014 00:36:05,021 --> 00:36:05,322 >> GREAT. 1015 00:36:05,322 --> 00:36:05,622 THANK YOU. 1016 00:36:05,622 --> 00:36:08,692 I HAVE A QUESTION I WANT TO PASS 1017 00:36:08,692 --> 00:36:15,065 TO BEN AND LAUREN AND ASK ABOUT 1018 00:36:15,065 --> 00:36:21,204 THAL SORT OF DIFFERENTIAL TIMING 1019 00:36:21,204 --> 00:36:24,507 OF THESE VERSUS POSITIVE 1020 00:36:24,507 --> 00:36:25,175 NEGATIVE IDEBTIFICATION THROUGH 1021 00:36:25,175 --> 00:36:25,575 THE SWYC. 1022 00:36:25,575 --> 00:36:27,243 AND MY QUESTION IS SORT OF 1023 00:36:27,243 --> 00:36:30,447 MULTIFOLD HERE, YOU KNOW, WHAT 1024 00:36:30,447 --> 00:36:32,215 -- I GUESS IT'S REALLY ABOUT 1025 00:36:32,215 --> 00:36:33,049 WHAT OTHER FACTORS BEING BROUGHT 1026 00:36:33,049 --> 00:36:36,286 TO THE TABLE THAT ARE AIDING IN 1027 00:36:36,286 --> 00:36:38,054 THIS DIAGNOSIS AND WHAT'S 1028 00:36:38,054 --> 00:36:38,722 IMPACING IT? 1029 00:36:38,722 --> 00:36:42,025 ARE THE DATA JUST NOT BEING 1030 00:36:42,025 --> 00:36:44,995 LOOKED AT IN A TIMELY MATTER FOR 1031 00:36:44,995 --> 00:36:46,963 THIS SWYC OR WHAT ARE THE 1032 00:36:46,963 --> 00:36:48,398 FACTORS THAT DEFERENTIATE THESE. 1033 00:36:48,398 --> 00:36:49,699 >> NO, THAT'S A GREAT QUESTION. 1034 00:36:49,699 --> 00:36:51,434 IT'S SOMETHING WE TRY TO GRAPPLE 1035 00:36:51,434 --> 00:36:52,502 WITH THE IMPLICATIONS BECAUSE 1036 00:36:52,502 --> 00:36:53,470 YOU WOULD HAVE HYPOTHESIZED THAT 1037 00:36:53,470 --> 00:36:54,871 THE USE OF THE SWYC WOULD HAVE 1038 00:36:54,871 --> 00:36:56,406 LED TO MORE TIMELY DIAGNOSIS. 1039 00:36:56,406 --> 00:37:01,277 I THINK, YOU KNOW I THINK WE ARE 1040 00:37:01,277 --> 00:37:02,112 INTERPRETING IT THAT NOT THAT 1041 00:37:02,112 --> 00:37:04,014 THE SWYC IS NOT USEFUL BUT THAT 1042 00:37:04,014 --> 00:37:04,681 IT'S NOT NECESSARY. 1043 00:37:04,681 --> 00:37:06,683 THE SWYC IS DEFINITELY A GOOD 1044 00:37:06,683 --> 00:37:09,119 SCREENING TOOL IN THAT IT 1045 00:37:09,119 --> 00:37:10,186 CAPTURES CHILDREN WHO ARE LATER 1046 00:37:10,186 --> 00:37:11,488 TO BE DIAGNOSED WITH LATE 1047 00:37:11,488 --> 00:37:13,089 TALKING BUT IN PEDIATRICIAN IT'S 1048 00:37:13,089 --> 00:37:16,459 NOT A NECESSARY TOOL TO AID IN 1049 00:37:16,459 --> 00:37:17,027 THAT DIAGNOSIS. 1050 00:37:17,027 --> 00:37:18,194 WE WERE SEEING WHICH WE 1051 00:37:18,194 --> 00:37:19,863 DEPARTMENT HAVE TIME TO PRESENT 1052 00:37:19,863 --> 00:37:21,031 HERE, SOME INTERACTIONS 1053 00:37:21,031 --> 00:37:22,565 PARTICULARLY BASED ON SOME 1054 00:37:22,565 --> 00:37:23,500 SOCIOECONOMIC STATUS OF THE 1055 00:37:23,500 --> 00:37:26,236 CHILD WHERE WE'RE REDUCING SOME 1056 00:37:26,236 --> 00:37:27,737 KIND OF MODERATION OF THE EFFECT 1057 00:37:27,737 --> 00:37:29,706 THERE, BUT FOR THE MOST PART I 1058 00:37:29,706 --> 00:37:31,107 THINK THE IMPLICATION WAS THAT 1059 00:37:31,107 --> 00:37:33,777 WHILE THE SWYC IS A USEFUL 1060 00:37:33,777 --> 00:37:35,078 DEVELOPMENTAL TOOL HERE, THERE 1061 00:37:35,078 --> 00:37:38,314 -- PEDIATRICIANS ARE ABLE TO 1062 00:37:38,314 --> 00:37:39,015 RECOGNIZE LATE TALKING IN THEIR 1063 00:37:39,015 --> 00:37:41,017 PATIENT WHEN IS THEY'RE COMING 1064 00:37:41,017 --> 00:37:46,523 THROUGH WITHOUT IT OR WITH IT. 1065 00:37:46,523 --> 00:37:47,924 >> AND WHILE YIER HERE, IT LOOKS 1066 00:37:47,924 --> 00:37:48,925 LIKE ANOTHER QUESTION CAME IN, I 1067 00:37:48,925 --> 00:37:51,227 DON'T KNOW IF YOU SEE THAT BUT 1068 00:37:51,227 --> 00:37:53,897 ASKING TO UNPACK THE SWYC AND AN 1069 00:37:53,897 --> 00:37:56,232 ITEM LEVEL, SO, WE LOOKED AT IT, 1070 00:37:56,232 --> 00:37:58,268 SO WHEN WE LOOKED AT THE 1071 00:37:58,268 --> 00:37:59,335 INDIVIDUAL COMPONENTS, WE SHOWED 1072 00:37:59,335 --> 00:38:01,104 THE 7 OF THE 10 METRICS, THEY 1073 00:38:01,104 --> 00:38:02,906 WERE ALL PRETTY MUCH HAD THE 1074 00:38:02,906 --> 00:38:04,240 SAME KIND OF STEP FUNCTION IF 1075 00:38:04,240 --> 00:38:06,776 YOU SCORED A 0, 1, 2, THE 0S 1076 00:38:06,776 --> 00:38:08,978 WERE ALMOST -- WE DIDN'T REALLY 1077 00:38:08,978 --> 00:38:10,180 LOOK AT SPECIFICALLY 1 ITEM 1078 00:38:10,180 --> 00:38:11,681 WHERE IT WAS 1 ITEM WAS MORE 1079 00:38:11,681 --> 00:38:14,384 IMPORTANT THAN THE RPGHT, 1080 00:38:14,384 --> 00:38:15,185 PSYCHOMETRICALLY WE'RE ACTUALLY 1081 00:38:15,185 --> 00:38:19,622 EVEN BY BREAKING THEM DOWN INTO 1082 00:38:19,622 --> 00:38:21,357 THESE TALKING SCORES, IT'S NOT 1083 00:38:21,357 --> 00:38:25,128 REALLY THE WAY TO USE SWYC, IT'S 1084 00:38:25,128 --> 00:38:26,663 DESIGNED AS AN OVERALL TOOL AND 1085 00:38:26,663 --> 00:38:27,597 AS A DEVELOPMENTAL TOOL THAT'S 1086 00:38:27,597 --> 00:38:29,299 MEANT TO BE LOOKEDDA THE IN A 1087 00:38:29,299 --> 00:38:30,133 LONGITUDINAL WAY AND NOT EVEN IN 1088 00:38:30,133 --> 00:38:32,702 THE WAY WE'RE LOOKING AT IT AT A 1089 00:38:32,702 --> 00:38:34,671 SINGLE TIME POINT BUT IN GENERAL 1090 00:38:34,671 --> 00:38:36,673 MOST OF THOSE TALKING LANGUAGE 1091 00:38:36,673 --> 00:38:38,875 RELATED MEASURES WERE RELATED TO 1092 00:38:38,875 --> 00:38:47,016 A FUTURE LAY TALKING DIAGNOSIS. 1093 00:38:47,016 --> 00:38:48,751 >> GREAT, AND THERE'S A QUESTION 1094 00:38:48,751 --> 00:38:50,286 IN A DIFFERENT DIRECTION FROM 1095 00:38:50,286 --> 00:38:51,454 THESE MORE SPECIFIC PROJECT 1096 00:38:51,454 --> 00:38:52,622 RELATED QUESTION ANDS THIS IS TO 1097 00:38:52,622 --> 00:38:54,691 EVERYONE AND I THINK I WILL POSE 1098 00:38:54,691 --> 00:38:56,292 THIS AS A CAP OFF TO THIS 1099 00:38:56,292 --> 00:38:58,128 PORTION OF THE SESSION AS WE 1100 00:38:58,128 --> 00:38:59,028 MOVE INTO THE DISCUSSION AFTER 1101 00:38:59,028 --> 00:39:01,531 THIS, BUT THE QUESTION IS, ABOUT 1102 00:39:01,531 --> 00:39:04,767 CONSENSUS ON THE CRITERIA, FOR A 1103 00:39:04,767 --> 00:39:05,668 LATE TALKING DIAGNOSIS. 1104 00:39:05,668 --> 00:39:08,438 OR I GUESS FOR THE DIFFERENT 1105 00:39:08,438 --> 00:39:10,140 STUDIES BEING CATEGORIZED AS AT 1106 00:39:10,140 --> 00:39:12,408 RISK OR OR BEING A LAY TALKER 1107 00:39:12,408 --> 00:39:13,610 AND I'M WONDERING, I THINK YOU 1108 00:39:13,610 --> 00:39:15,945 EACH TOUCHED ON THIS, IN YOUR -- 1109 00:39:15,945 --> 00:39:17,046 IN YOUR INDIVIDUAL PRESENTATIONS 1110 00:39:17,046 --> 00:39:21,317 BUT MAYBE WE CAN DO A QUICK 1111 00:39:21,317 --> 00:39:23,052 ROUND ROBIN FROM THE 4 PROJECTS 1112 00:39:23,052 --> 00:39:24,154 JUST TO LAY THAT OUT ON THE 1113 00:39:24,154 --> 00:39:26,156 TABLE AND THEN I KNOW THIS IS 1114 00:39:26,156 --> 00:39:27,857 DEFINITELY SOMETHING WE'RE GOING 1115 00:39:27,857 --> 00:39:30,627 TO GET INTO THE DISCUSSION MORE. 1116 00:39:30,627 --> 00:39:32,295 SO, IF EVERYONE CAN JUST COME ON 1117 00:39:32,295 --> 00:39:33,696 REALLY QUICK AND SAY, LIKE THIS 1118 00:39:33,696 --> 00:39:38,501 IS WHAT WE USED, THIS IS HOW WE 1119 00:39:38,501 --> 00:39:39,669 CATEGORIZED, ANY FEELINGS, 1120 00:39:39,669 --> 00:39:40,837 POSITIVE, NEGATIVE ABOUT THAT 1121 00:39:40,837 --> 00:39:43,006 AND THEN WE'LL -- WE'LL UNPACK 1122 00:39:43,006 --> 00:39:46,242 IT SOME MORE AS WE CONTINUE AND 1123 00:39:46,242 --> 00:39:48,378 RITA I SEE YOU OFFCAMERA SO GO 1124 00:39:48,378 --> 00:39:49,045 FOR IT. 1125 00:39:49,045 --> 00:39:50,246 >> WELL, I SHOULDN'T HAVE TURNED 1126 00:39:50,246 --> 00:39:51,915 IT ON FIRST. 1127 00:39:51,915 --> 00:39:53,883 SO WE JUST USE PERCENTILE CUT 1128 00:39:53,883 --> 00:39:56,553 OFFS ON THE CTI AND FOR THE 1129 00:39:56,553 --> 00:39:57,620 BILINGUAL CHILDREN WE BASICALLY 1130 00:39:57,620 --> 00:40:00,023 USE THE CUT OFF OF 20th 1131 00:40:00,023 --> 00:40:03,126 PERCENTILE FOR THE STRONGER 1132 00:40:03,126 --> 00:40:05,094 LANGUAGE AS THE DIAGNOSTIC 1133 00:40:05,094 --> 00:40:12,502 CRITERIA FOR LATE TALKING. 1134 00:40:12,502 --> 00:40:16,005 >> WE ALSO USE SBDI CUT OFF BUT 1135 00:40:16,005 --> 00:40:25,215 WE USE THE TENTH PERCENTILE NOW. 1136 00:40:25,215 --> 00:40:26,683 >> WE'RE DOING EVERYTHING OFF 1137 00:40:26,683 --> 00:40:30,386 DIAGNOSIS CODES SO WE'RE 1138 00:40:30,386 --> 00:40:32,222 REQUIRING 2 DIAGNOSIS CODES AT 1139 00:40:32,222 --> 00:40:33,957 SEPARATE ENCOUNTERS THAT ARE 1140 00:40:33,957 --> 00:40:42,899 INDECAATIVE OF LANGUAGE 1141 00:40:42,899 --> 00:40:43,199 DEVELOPMENT. 1142 00:40:43,199 --> 00:40:45,335 >> SO I THINK OUR APPROACH IS A 1143 00:40:45,335 --> 00:40:46,402 LITTLE BIT DIFFERENT BECAUSE THE 1144 00:40:46,402 --> 00:40:48,037 CHILDREN IN OUR STUDY ARE 1145 00:40:48,037 --> 00:40:49,539 ENROLLED BECAUSE OF THEIR 1146 00:40:49,539 --> 00:40:51,741 HISTORY OF PREMATURE BIRTH, SO, 1147 00:40:51,741 --> 00:40:54,978 WE HAVE A LOT OF DATA. 1148 00:40:54,978 --> 00:40:58,715 SO WE TYPICALLY LOOK AT THE 1149 00:40:58,715 --> 00:41:01,884 LANGUAGE OUTCOMES AS CONTINUOUS 1150 00:41:01,884 --> 00:41:02,852 VARIABLES, WE HAVEN'T 1151 00:41:02,852 --> 00:41:04,287 NECESSARILY USED CUT OFFS FOR 1152 00:41:04,287 --> 00:41:06,055 LATE TALKERS BUT WE HAVE THE 1153 00:41:06,055 --> 00:41:09,259 CDI, WE HAVE A LOT OF 1154 00:41:09,259 --> 00:41:10,793 INFORMATION FROM THIS CSBS, SO I 1155 00:41:10,793 --> 00:41:15,331 THINK WE HAVE THE POSSIBILITY TO 1156 00:41:15,331 --> 00:41:18,568 CATEGORIZE THE CHILDREN WITH A 1157 00:41:18,568 --> 00:41:19,435 HISTORY OF PREMATURITY IN 1158 00:41:19,435 --> 00:41:20,937 DIFFERENT WAYS BUT SO FAR WE'VE 1159 00:41:20,937 --> 00:41:22,572 BEEN LOOKING AT THESE LANGUAGE 1160 00:41:22,572 --> 00:41:26,342 OUTCOMES AS CONTINUOUS 1161 00:41:26,342 --> 00:41:27,944 VARIABLES. 1162 00:41:27,944 --> 00:41:28,278 >> GREAT. 1163 00:41:28,278 --> 00:41:28,978 THANK YOU. 1164 00:41:28,978 --> 00:41:32,115 ALL RIGHT, SO, I'M PUMPED UP, 1165 00:41:32,115 --> 00:41:33,850 I'M REALLY EXCITED, ALREADY SO 1166 00:41:33,850 --> 00:41:35,251 MANY QUESTIONS COMING UP AND 1167 00:41:35,251 --> 00:41:36,586 GREAT SCIENCE BEING TOUCHED ON 1168 00:41:36,586 --> 00:41:39,289 SO LET'S GO AHEAD AND MOVE ON TO 1169 00:41:39,289 --> 00:41:42,759 THE PANEL DISCUSSION OF TODAY'S 1170 00:41:42,759 --> 00:41:43,059 DISCUSSION. 1171 00:41:43,059 --> 00:41:46,296 SO AS I TOUCHED ON AT THE START 1172 00:41:46,296 --> 00:41:46,996 DEVELOPMENTAL TRAJECTORIES 1173 00:41:46,996 --> 00:41:48,631 REALLY VARY WIDELY, RIGHT, NOT 1174 00:41:48,631 --> 00:41:50,933 ONLY FOR CHILDREN IDENTIFIED AS 1175 00:41:50,933 --> 00:41:52,568 AT RISK OF LATE TALKING BUT 1176 00:41:52,568 --> 00:41:54,470 REALLY FOR THE WIDE RANGE OF 1177 00:41:54,470 --> 00:41:55,705 WHAT'S CONSIDERED AVERAGE 1178 00:41:55,705 --> 00:41:57,540 LANGUAGE DEVELOPMENT MORE 1179 00:41:57,540 --> 00:42:00,109 BROADLY AND SO, GIVEN THIS 1180 00:42:00,109 --> 00:42:01,944 IMMENSE VARIABILITY, IT'S A REAL 1181 00:42:01,944 --> 00:42:03,813 CHALLENGE FOR THE FIELD TO BE 1182 00:42:03,813 --> 00:42:06,916 ABLE TO DISTINGUISH PATTERNS OF 1183 00:42:06,916 --> 00:42:09,018 DIFFERENT TRAJECTORIES AND TO 1184 00:42:09,018 --> 00:42:09,652 ASSOCIATE THOSE 2 TRAJECTORIES 1185 00:42:09,652 --> 00:42:13,589 EARLY ON WITH LATER OUTCOMES. 1186 00:42:13,589 --> 00:42:15,892 AND AT A HIGH LEVEL THIS BROAD 1187 00:42:15,892 --> 00:42:18,428 CHALLENGE IS WHAT WE WILL SPEND 1188 00:42:18,428 --> 00:42:19,462 SOMETIME UNPACKING TODAY AND 1189 00:42:19,462 --> 00:42:20,563 WHAT WE'VE ALREADY SORT OF 1190 00:42:20,563 --> 00:42:23,199 TOUCHED ON A LITTLE BIT AND SO 1191 00:42:23,199 --> 00:42:24,701 FOR THE PANEL DISCUSSION, WE 1192 00:42:24,701 --> 00:42:26,336 WILL TOUCH ON 3 SOMEWHAT MORE 1193 00:42:26,336 --> 00:42:28,304 CONCRETE PIECES OF THIS PUZZLE, 1194 00:42:28,304 --> 00:42:31,841 HOW BEST TO CHARACTERIZE EARLY 1195 00:42:31,841 --> 00:42:33,676 LANGUAGE TRAJECTORIES, SOMETHING 1196 00:42:33,676 --> 00:42:36,646 WE JUST STARTED AND HEAR HOW THE 1197 00:42:36,646 --> 00:42:38,748 MEASURES WE USE CAN INFLUENCE 1198 00:42:38,748 --> 00:42:43,353 SORT OF THE INTERPRETATIONS THAT 1199 00:42:43,353 --> 00:42:44,887 WE'RE ABLE TO MAKE, HELP OR 1200 00:42:44,887 --> 00:42:46,789 HINDER US IN THIS WORK AND THEN 1201 00:42:46,789 --> 00:42:49,125 GETTING INTO THE NITTY-GRITTY OF 1202 00:42:49,125 --> 00:42:50,460 LONGITUDINAL DATA COLLECTION, IN 1203 00:42:50,460 --> 00:42:52,128 TERMS OF RECRUITMENT, RETENTION 1204 00:42:52,128 --> 00:42:52,862 AND IMPORTANTLY REPRESENTATION 1205 00:42:52,862 --> 00:42:55,631 IN DOING THIS KIND OF WORK. 1206 00:42:55,631 --> 00:42:57,367 SO, BEFORE WE DIVE INTO OUR 1207 00:42:57,367 --> 00:43:00,203 FIRST QUESTION, AND THE FIRST 1208 00:43:00,203 --> 00:43:03,539 TOPIC, LET ME INTRODUCE OUR 1209 00:43:03,539 --> 00:43:06,442 PANELISTS TODAY, SO PLEASE MAKE 1210 00:43:06,442 --> 00:43:10,546 WELCOME DR. ARIELLE BOROVSKY, 1211 00:43:10,546 --> 00:43:12,181 FROM PURDUE UNIVERSITY, 1212 00:43:12,181 --> 00:43:14,617 DR. KIMBERLY NOBLE AT TEACHER'S 1213 00:43:14,617 --> 00:43:16,452 COLLEGE, COLUMBIA UNIVERSITY, 1214 00:43:16,452 --> 00:43:17,387 DR. LAURA JUSTICE OHIO STATE 1215 00:43:17,387 --> 00:43:19,689 UNIVERSITY AND DR. KELLY VAUGHN 1216 00:43:19,689 --> 00:43:21,290 FROM UT HEALTH HOUSTON AND 1217 00:43:21,290 --> 00:43:22,859 EVERYONE FEEL FREE TO COME ON 1218 00:43:22,859 --> 00:43:24,160 CAMERA, YOU DON'T NEED TO UNMUTE 1219 00:43:24,160 --> 00:43:27,296 IF YOU'RE NOT CHATTING YET. 1220 00:43:27,296 --> 00:43:28,598 AND ALSO AS A REMIND TORE 1221 00:43:28,598 --> 00:43:30,533 EVERYONE IN THE AUDIENCE, PLEASE 1222 00:43:30,533 --> 00:43:31,734 CONTINUE TO POST YOUR QUESTIONS 1223 00:43:31,734 --> 00:43:33,669 IN THE Q&A. 1224 00:43:33,669 --> 00:43:36,839 THANK YOU FOR BRINGING THOSE IN 1225 00:43:36,839 --> 00:43:38,574 ALREADY AND TO THE OTHER 1226 00:43:38,574 --> 00:43:41,110 SPEAKERS WHO JUST GAVE FLASH 1227 00:43:41,110 --> 00:43:43,212 TALKS, PLEASE FEEL FREE ALSO TO 1228 00:43:43,212 --> 00:43:44,247 ENGAGE IN THIS DISCUSSION 1229 00:43:44,247 --> 00:43:48,684 PORTION OF THE SESSION TODAY. 1230 00:43:48,684 --> 00:43:50,887 SO FIRST BEFORE WE GET INTO THE 1231 00:43:50,887 --> 00:43:53,723 SORT OF MEASUREMENT SPECIFIC 1232 00:43:53,723 --> 00:43:54,657 QUESTIONS,IDE LIKE TO TALK ABOUT 1233 00:43:54,657 --> 00:43:56,292 THIS IDEA OF HOW BEST TO 1234 00:43:56,292 --> 00:43:58,628 CHARACTERIZE WHO IS OR IS NOT A 1235 00:43:58,628 --> 00:44:01,164 LATE TALKER AND ESPECIALLY AS WE 1236 00:44:01,164 --> 00:44:04,066 TALK ABOUT THE TRAJECTORIES AND 1237 00:44:04,066 --> 00:44:05,902 LONGITUDINAL DATA, IT MAY MAKE 1238 00:44:05,902 --> 00:44:08,504 SENSE TO QUESTION WHETHER 1239 00:44:08,504 --> 00:44:13,176 NARROWING DOWN THE DEFINITION TO 1240 00:44:13,176 --> 00:44:16,012 OBSERVE AT A SINGLE TIME POINT 1241 00:44:16,012 --> 00:44:17,180 IS REALLY THE FIRST OPTION 1242 00:44:17,180 --> 00:44:18,581 RATHER THAN SORT OF CONSIDERING 1243 00:44:18,581 --> 00:44:19,449 TRAJECTORY AS A WHOLE. 1244 00:44:19,449 --> 00:44:23,920 SO I WILL PASS THIS OFF TO 1245 00:44:23,920 --> 00:44:25,121 ARIELLE, YOU FIRST AND TALK 1246 00:44:25,121 --> 00:44:26,322 ABOUT THE POTENTIAL TRADE-OFFS 1247 00:44:26,322 --> 00:44:27,557 BETWEEN THIS IDEA OF MEASURING 1248 00:44:27,557 --> 00:44:29,192 THINGSA THE A SINGLE TIME POINT 1249 00:44:29,192 --> 00:44:34,096 VERSUS CONSIDERING THE WHOLE 1250 00:44:34,096 --> 00:44:34,464 TRAJECTORY. 1251 00:44:34,464 --> 00:44:35,465 >> YEAH, THANK YOU FOR THAT 1252 00:44:35,465 --> 00:44:41,404 QUESTION AND I THINK THAT -- AS 1253 00:44:41,404 --> 00:44:44,040 YOU MENTIONED THIS IDEA, OF 1254 00:44:44,040 --> 00:44:47,743 MEASURING AT A SINGLE TIME POINT 1255 00:44:47,743 --> 00:44:49,979 WAS WRAPPED UP IN THESE IDEAS 1256 00:44:49,979 --> 00:44:51,747 THAT THERE ARE THESE CUMULATIVE 1257 00:44:51,747 --> 00:44:55,384 CHALLENGES IN LEARNING AND 1258 00:44:55,384 --> 00:44:56,219 COMMUNICATION THAT HAVE 1259 00:44:56,219 --> 00:44:57,487 ACCUMULATED OVER TIME AND SO 1260 00:44:57,487 --> 00:45:00,056 WE'RE USING THIS LABEL TO REALLY 1261 00:45:00,056 --> 00:45:01,891 ASWRIEB WHAT'S REALLY LIKE A 1262 00:45:01,891 --> 00:45:04,760 VECTOR OR A CURVE IN DEVELOPMENT 1263 00:45:04,760 --> 00:45:08,064 BY VERY SPARSE DATA FROM JUST 1264 00:45:08,064 --> 00:45:10,066 THAT SINGLE TIME POINT AND SO, 1265 00:45:10,066 --> 00:45:11,000 IT'S REALLY COMPLICATED BY THE 1266 00:45:11,000 --> 00:45:12,301 FACT THAT CHILDREN DO ACTUALLY 1267 00:45:12,301 --> 00:45:16,472 SHOW A LOT OF VARIABILITY 1268 00:45:16,472 --> 00:45:19,575 DEPENDING ON WHEN YOU MEASURE. 1269 00:45:19,575 --> 00:45:21,077 SO FOR EXAMPLE IN OUR DATA WHAT 1270 00:45:21,077 --> 00:45:25,715 WE SEE IS THAT CHILDREN ASSESSED 1271 00:45:25,715 --> 00:45:27,016 AT 1 TIME POINT MIGHT NOT FALL 1272 00:45:27,016 --> 00:45:28,985 IF YOU TAKE A CATEGORICAL 1273 00:45:28,985 --> 00:45:31,921 APPROACH TO LATE TALKING 1274 00:45:31,921 --> 00:45:34,023 MEASUREMENT, MIGHT NOT FALL 1275 00:45:34,023 --> 00:45:35,057 WITHIN THAT DIAGNOSTIC CATEGORY 1276 00:45:35,057 --> 00:45:36,325 BUT AT ANOTHER TIME POINT MIGHT 1277 00:45:36,325 --> 00:45:39,495 DO SO AND THEN MIGHT BOUNCE BACK 1278 00:45:39,495 --> 00:45:42,465 AND FORTH OVER TIME AND SO, 1279 00:45:42,465 --> 00:45:44,567 THESE -- THE STANDARD MEASURES 1280 00:45:44,567 --> 00:45:47,236 ARE DOING A GREAT JOB OF GIVING 1281 00:45:47,236 --> 00:45:49,939 US A STABLE IDENTIFIER OF WHICH 1282 00:45:49,939 --> 00:45:52,542 CHILDREN MIGHT BENEFIT MOST FROM 1283 00:45:52,542 --> 00:45:54,410 EXTRA SUPPORT, MIGHT GIVE US 1284 00:45:54,410 --> 00:45:55,778 THAT LONG-TERM MEASURE. 1285 00:45:55,778 --> 00:45:57,179 SO IT SUGGESTS THAT WE MIGHT 1286 00:45:57,179 --> 00:46:00,049 NEED BETTER MEASURES, BUT THE 1287 00:46:00,049 --> 00:46:01,784 TRADE-OFFS HERE ARE BIG, THE 1288 00:46:01,784 --> 00:46:04,020 MORE WE MEASURE, THE MORE THE 1289 00:46:04,020 --> 00:46:05,555 BURDEN REPLACING ON CAREGIVERS 1290 00:46:05,555 --> 00:46:10,426 ON FAMILIES, ON CHILDREN, ON 1291 00:46:10,426 --> 00:46:11,027 SCREENING RESOURCES. 1292 00:46:11,027 --> 00:46:12,628 IF WE'RE PRESSURING TOO SPARSELY 1293 00:46:12,628 --> 00:46:14,697 WE'RE ALSO KIND OF WASTING THE 1294 00:46:14,697 --> 00:46:17,633 EFFORT IN THE SENSE THAT WE 1295 00:46:17,633 --> 00:46:20,937 MIGHT NOT BE USING, ESPECIALLY 1296 00:46:20,937 --> 00:46:23,272 IF WE'RE NOT USING MEASURES THAT 1297 00:46:23,272 --> 00:46:25,942 ARE HIGHLY PREDICTIVE OF LEADER 1298 00:46:25,942 --> 00:46:26,776 OUTCOMES. 1299 00:46:26,776 --> 00:46:30,513 AND SO BALANCING THOSE 2 NEEDS 1300 00:46:30,513 --> 00:46:33,449 SEEMS TO BE 1 FACTOR AND SO BUT 1301 00:46:33,449 --> 00:46:37,086 TRYING TO FIND THE SWEET SPOT 1302 00:46:37,086 --> 00:46:38,087 FOR LONGITUDINAL SAMPLING IS 1303 00:46:38,087 --> 00:46:38,754 HARD. 1304 00:46:38,754 --> 00:46:40,156 WE NEED BETTER DATA TO REALLY 1305 00:46:40,156 --> 00:46:42,792 ANSWER THIS, WE NEED BIGGER DATA 1306 00:46:42,792 --> 00:46:47,029 TO ANSWER THIS, AND WE WANT TO 1307 00:46:47,029 --> 00:46:48,864 PROBE DEVELOPMENTABLY FOCUS ON 1308 00:46:48,864 --> 00:46:49,799 EFFORTS THAT FACILITATE SAMPLING 1309 00:46:49,799 --> 00:46:52,001 THAT ARE LOW EFFORT FOR 1310 00:46:52,001 --> 00:46:54,971 CAREGIVERS AND LOW COST FOR 1311 00:46:54,971 --> 00:46:56,706 PROVIDERS IN TERMS OF TIME TO 1312 00:46:56,706 --> 00:47:00,943 DELIVER AND TIME TO INTERPRET 1313 00:47:00,943 --> 00:47:01,377 AND SCORE. 1314 00:47:01,377 --> 00:47:02,778 AND SO I DON'T REALLY HAVE -- 1315 00:47:02,778 --> 00:47:04,347 THIS IS THE ANSWERS HERE, I'M 1316 00:47:04,347 --> 00:47:07,049 HOPING THAT OTHERS ON THE TEAM 1317 00:47:07,049 --> 00:47:09,452 AS WELL WILL BE ABLE TO 1318 00:47:09,452 --> 00:47:11,654 BRAINSTORM TOGETHER AS WELL AS 1319 00:47:11,654 --> 00:47:12,221 FROM THE AUDIENCE. 1320 00:47:12,221 --> 00:47:18,060 BUT I THINK THAT ULTIMATELY, 1321 00:47:18,060 --> 00:47:19,362 BALANCING PRIORITIZING REALLY 1322 00:47:19,362 --> 00:47:20,963 THE WHAT AND WHEN TO MEASURE 1323 00:47:20,963 --> 00:47:22,431 WITH THOSE REAL WORLD CONCERNS 1324 00:47:22,431 --> 00:47:23,733 OF OUR RESOURCES WILL HELP US 1325 00:47:23,733 --> 00:47:26,902 MOVE THE NEEDLE IN THE RIGHT 1326 00:47:26,902 --> 00:47:27,303 DIRECTION. 1327 00:47:27,303 --> 00:47:31,641 THAT'S GOING TO PROBABLE BE THE 1328 00:47:31,641 --> 00:47:32,375 MOST VALUABLE. 1329 00:47:32,375 --> 00:47:33,876 >> SO YEAH, BUILDING OFF THAT 1330 00:47:33,876 --> 00:47:35,511 AND ANYONE CAN FEEL FREE TO JUMP 1331 00:47:35,511 --> 00:47:37,913 INTO THIS, YOU KNOW, I THINK YOU 1332 00:47:37,913 --> 00:47:40,116 HIT THE NAIL ON THE HEAD RIGHT, 1333 00:47:40,116 --> 00:47:41,884 WHERE WE HAVE TO FIND THIS 1334 00:47:41,884 --> 00:47:42,818 BALANCE BETWEEN IDEALLY WE HAVE 1335 00:47:42,818 --> 00:47:44,587 ALL THE DAT ON EVERY KID, RIGHT, 1336 00:47:44,587 --> 00:47:46,122 AND THAT WOULD BE ABLE, WE WOULD 1337 00:47:46,122 --> 00:47:49,258 BE ABLE TO DIVE INTO ALL OF THAT 1338 00:47:49,258 --> 00:47:52,628 BUT THE BURDEN IS OUTSIDE, IT'S 1339 00:47:52,628 --> 00:47:53,429 POTENTIALLY FOR THE BENEFIT THAT 1340 00:47:53,429 --> 00:47:56,666 WE WOULD BE GETTING THERE AND SO 1341 00:47:56,666 --> 00:47:57,867 THINKING ABOUT MOVING US IN A 1342 00:47:57,867 --> 00:48:00,603 DIRECTION WHERE WE CAN BOTH HAVE 1343 00:48:00,603 --> 00:48:04,073 DENSE DATA, BUT EFFICIENT DATA 1344 00:48:04,073 --> 00:48:04,507 COLLECTION, RIGHT? 1345 00:48:04,507 --> 00:48:07,276 WHAT ARE SORT OF THE KEY 1346 00:48:07,276 --> 00:48:09,245 QUESTIONS THAT WE MIGHT NEED TO 1347 00:48:09,245 --> 00:48:11,881 HAVE ANSWERED, SO I CAN, YOU 1348 00:48:11,881 --> 00:48:13,949 KNOW BRAINSTORM ON SOME, LIKE, 1349 00:48:13,949 --> 00:48:15,818 IS IT IDENTIFICATION OF TIMING 1350 00:48:15,818 --> 00:48:19,555 OR APPEARANCE OF A VOCABULARY 1351 00:48:19,555 --> 00:48:21,691 SPUR THAT WOULD BE MOST 1352 00:48:21,691 --> 00:48:23,626 INFORMATIVE FROM A TRAJECTORY OR 1353 00:48:23,626 --> 00:48:25,628 THERE MAY BE OTHER THINGS MAY BE 1354 00:48:25,628 --> 00:48:26,595 MORE NUANCED, I THINK RITA 1355 00:48:26,595 --> 00:48:28,664 TALKED TO THE IDEA OF LANGUAGE 1356 00:48:28,664 --> 00:48:31,801 LEARNING AS REALLY A MARKER OF 1357 00:48:31,801 --> 00:48:36,038 POTENTIAL OUTCOMES AS OPPOSED TO 1358 00:48:36,038 --> 00:48:37,073 NECESSARILY THIS IS SPECIFICALLY 1359 00:48:37,073 --> 00:48:37,807 ON EXPRESSIVE LANGUAGE SO YOU 1360 00:48:37,807 --> 00:48:43,245 KNOW AS WE THINK ABOUT WANTING 1361 00:48:43,245 --> 00:48:44,847 TO FIND THAT BALANCE BETWEEN 1362 00:48:44,847 --> 00:48:46,749 COLLECTING A CLOT OF DATA AND 1363 00:48:46,749 --> 00:48:52,955 COLLECTING THE RIGHT DATA AND 1364 00:48:52,955 --> 00:48:55,591 SOME OF THE QUESTIONS THAT WE 1365 00:48:55,591 --> 00:48:57,093 HAVE ABOUT WHAT THAT TYPE OF 1366 00:48:57,093 --> 00:49:02,331 DATA WOULD LOOK LIKE? 1367 00:49:02,331 --> 00:49:03,833 >> LAURA, GO FOR IT. 1368 00:49:03,833 --> 00:49:05,568 >> I WILL JUST JUMP IN HERE TO 1369 00:49:05,568 --> 00:49:06,736 GET THE CONVERSATION GOING. 1370 00:49:06,736 --> 00:49:12,041 YOU KNOW WE'RE ALL REALLY GOOD 1371 00:49:12,041 --> 00:49:13,209 AT MEASURING KIDS LANGUAGE USING 1372 00:49:13,209 --> 00:49:14,510 A LOT OF DIFFERENT TOOLS THAT 1373 00:49:14,510 --> 00:49:15,611 ARE OUT THERE AND NUMBER THAT 1374 00:49:15,611 --> 00:49:18,447 WE'VE USED FOR A LONG TIME AND 1375 00:49:18,447 --> 00:49:20,883 EVEN GOING BACK TO THE SWYC 1376 00:49:20,883 --> 00:49:22,952 PRESENTATION, WE'RE NOT REALLY 1377 00:49:22,952 --> 00:49:24,687 GOOD AT USING THESE MEASURES, WE 1378 00:49:24,687 --> 00:49:27,389 HAVE A TON OF FALSE-POSITIVES, A 1379 00:49:27,389 --> 00:49:29,125 TON OF FALSE-NEGATIVES AND I 1380 00:49:29,125 --> 00:49:32,561 JUST WANT TO PUSH THE IDEA THAT 1381 00:49:32,561 --> 00:49:34,163 I DON'T THINK WE GET AT ENOUGH 1382 00:49:34,163 --> 00:49:38,467 IN THE LATE TALK OR LITERATURE 1383 00:49:38,467 --> 00:49:40,102 THAT THESE KIDS DEVELOPING 1384 00:49:40,102 --> 00:49:41,804 LANGUAGE SKILLS ARE INTERACTING 1385 00:49:41,804 --> 00:49:43,506 WITH THE ENVIRONMENT IN WHICH 1386 00:49:43,506 --> 00:49:44,907 THEY'RE BEING REARED AND THERE'S 1387 00:49:44,907 --> 00:49:49,011 GOT TO BE SOME DIFFERENTIAL 1388 00:49:49,011 --> 00:49:49,845 SUTION SEPTORSIBILITY FACTORS 1389 00:49:49,845 --> 00:49:51,480 THAT THIS, THE RESEARCHER WHO 1390 00:49:51,480 --> 00:49:54,250 STUDIES LATE TALKERS ARE REALLY 1391 00:49:54,250 --> 00:49:56,285 NOT ATTENDING THE CONTEXT EXCEPT 1392 00:49:56,285 --> 00:49:57,720 AT THE MOST SUPERFICIAL WAY AND 1393 00:49:57,720 --> 00:49:59,822 SO I THINK WE REALLY, YOU KNOW 1394 00:49:59,822 --> 00:50:02,858 -- I MEAN WE CAN KEEP PUSHING 1395 00:50:02,858 --> 00:50:06,061 FOR BETTER MEASURES OR ADD MORE 1396 00:50:06,061 --> 00:50:07,596 TO THE CDI, BUT YOU KNOW WHAT IS 1397 00:50:07,596 --> 00:50:11,133 IT IN THE CHILD'S ENVIRONMENT 1398 00:50:11,133 --> 00:50:12,735 THAT IS INTRODUCING RISK AND 1399 00:50:12,735 --> 00:50:14,069 RESILIENCE BECAUSE SO MANY OF 1400 00:50:14,069 --> 00:50:15,671 THESE LATE TALKERS ARE GOING TO 1401 00:50:15,671 --> 00:50:20,342 END UP HAVING QUASI NORMAL 1402 00:50:20,342 --> 00:50:21,944 LANGUAGE BUT THERE'S SO MUCH 1403 00:50:21,944 --> 00:50:25,748 WITHIN THE ENVIRONMENT THAT 1404 00:50:25,748 --> 00:50:26,615 DRIVES LANGUAGE QUEPMENT AND 1405 00:50:26,615 --> 00:50:28,384 WE'VE REALLY GOT TO LOOK AT 1406 00:50:28,384 --> 00:50:31,420 THESE INTERACTIONS AND I THINK 1407 00:50:31,420 --> 00:50:32,454 DR. BARR'S PRESENTATION REALLY 1408 00:50:32,454 --> 00:50:33,789 PUSHED THE ENVELOPE THAT OH, 1409 00:50:33,789 --> 00:50:38,294 OKAY, RESOURCES IN THE HOME SEEM 1410 00:50:38,294 --> 00:50:39,862 TO DIFFERENTIATE BETWEEN TALKERS 1411 00:50:39,862 --> 00:50:40,596 AND NONLATE TALKERS. 1412 00:50:40,596 --> 00:50:41,463 SO WHAT IS IT THAT HAPPENING IN 1413 00:50:41,463 --> 00:50:42,164 THE MEMORY CLONE ENVIRONMENT 1414 00:50:42,164 --> 00:50:47,536 THAT MAY BE LEADING SOME KIDS TO 1415 00:50:47,536 --> 00:50:49,839 HAVE YOU KNOW A MORE SUSTAINED 1416 00:50:49,839 --> 00:50:56,612 ISSUE WITH LANGUAGE THAN NOT. 1417 00:50:56,612 --> 00:50:58,447 >> YEAH AND I THINK TO BUILD OFF 1418 00:50:58,447 --> 00:51:01,684 THAT ALSO, THIS IDEA OF -- AND 1419 00:51:01,684 --> 00:51:04,253 YOU TOUCHED ON THIS DIFFERENTIAL 1420 00:51:04,253 --> 00:51:04,820 SUSCEPTIBILITY, RIGHT? 1421 00:51:04,820 --> 00:51:06,088 IT'S NOT JUST THE CHILD, IT'S 1422 00:51:06,088 --> 00:51:08,824 NOT JUST THE ENVIRONMENT BUT THE 1423 00:51:08,824 --> 00:51:09,458 INTERACTION THEREOF AND CERTAIN 1424 00:51:09,458 --> 00:51:12,761 KIDS WILL BE ABLE TO LEVERAGE 1425 00:51:12,761 --> 00:51:13,762 CERTAIN THINGS IN THEIR 1426 00:51:13,762 --> 00:51:15,631 ENVIRONMENT IN DIFFERENT WAYS, 1427 00:51:15,631 --> 00:51:18,801 SORE BE AT RISK TO CERTAIN 1428 00:51:18,801 --> 00:51:21,203 THINGS IN THEIR ENVIRONMENT TO 1429 00:51:21,203 --> 00:51:22,438 DIFFERENT EXTENTS COMPARED TO 1430 00:51:22,438 --> 00:51:24,240 SOME OF THEIR PEERS DEPENDING ON 1431 00:51:24,240 --> 00:51:25,207 WHAT THEY'RE SORT OF BRINGING TO 1432 00:51:25,207 --> 00:51:27,076 THE TABLE AND WHAT THEY'RE 1433 00:51:27,076 --> 00:51:29,478 EXPOSED TO, WHAT THEY'RE 1434 00:51:29,478 --> 00:51:30,679 HABITUATED TO HEARING IN THEIR 1435 00:51:30,679 --> 00:51:36,285 ENVIRONMENT, ET CETERA, ET 1436 00:51:36,285 --> 00:51:37,052 CETERA. 1437 00:51:37,052 --> 00:51:37,887 UNLESS SOMEONE HAS SOMETHING 1438 00:51:37,887 --> 00:51:39,989 THEY'RE DYING TO STAY AND KEEP 1439 00:51:39,989 --> 00:51:41,056 ADDING ON TO THAT, I WANT TO 1440 00:51:41,056 --> 00:51:42,892 BRING IN A QUESTION FROM THE 1441 00:51:42,892 --> 00:51:44,860 AUDIENCE HERE. 1442 00:51:44,860 --> 00:51:45,961 THIS WAS ABOUT WE KEEP SAYING WE 1443 00:51:45,961 --> 00:51:47,997 WANT ALL THE DATA, WE WANT LOTS 1444 00:51:47,997 --> 00:51:49,665 OF DATA, WE WANT LOTS OF KIDS TO 1445 00:51:49,665 --> 00:51:53,202 BE ABLE TO DO THIS DEEP DIVE 1446 00:51:53,202 --> 00:51:55,170 INTO DIFFERENTIAL TRAJECTORIES, 1447 00:51:55,170 --> 00:51:56,805 AND THE QUESTION IS HOW BIG IS 1448 00:51:56,805 --> 00:52:02,244 BIG IN TERPS OF SAMPLE SIZE WHEN 1449 00:52:02,244 --> 00:52:03,779 YOU'RE THINKING ABOUT YOU KNOW 1450 00:52:03,779 --> 00:52:04,613 DIFFERENT LEVELS OF ANALYSIS 1451 00:52:04,613 --> 00:52:06,315 THAT YOU WANT TO DO, THERE ARE 1452 00:52:06,315 --> 00:52:07,249 STATIST CALAWAYS TO THINK ABOUT 1453 00:52:07,249 --> 00:52:09,451 THIS BUT ALSO THINK BEING 1454 00:52:09,451 --> 00:52:10,486 REPRESENTATION AND THE DATA. 1455 00:52:10,486 --> 00:52:13,255 SO IF YOU ALL CAN SPEAK TO THIS, 1456 00:52:13,255 --> 00:52:16,225 HOW YOU'RE THINK BEING THIS IN 1457 00:52:16,225 --> 00:52:23,365 YOUR OWN WORK, ARIELLE? 1458 00:52:23,365 --> 00:52:24,633 >> ALL RIGHT, JUST TRYING TO GET 1459 00:52:24,633 --> 00:52:30,406 MY HAND TO LOWER, BUT SO I'M NOT 1460 00:52:30,406 --> 00:52:32,141 SURE I HAVE A SPECIFIC ANSWER, I 1461 00:52:32,141 --> 00:52:33,642 DIDN'T SAY THIS IS THE NUMBER WE 1462 00:52:33,642 --> 00:52:36,412 NEED FOR THE BIG DATA OR THE 1463 00:52:36,412 --> 00:52:38,847 NUMBER OF DATA POINTS THAT WE 1464 00:52:38,847 --> 00:52:40,549 NEED, BUT I THINK 1 APPROACH 1465 00:52:40,549 --> 00:52:44,086 WE'RE TAKING IN OUR OWN WORK IS 1466 00:52:44,086 --> 00:52:47,256 TRYING TO REALLY OVERSAMPLE AT 1467 00:52:47,256 --> 00:52:49,291 THE END OF THE DISTRIBUTION WE 1468 00:52:49,291 --> 00:52:50,225 FIND MOST INTERESTING AND 1469 00:52:50,225 --> 00:52:53,362 PARTICULARLY IN LATE TALKERS. 1470 00:52:53,362 --> 00:52:54,863 SO IN A LOT OF OUR DATA WE'RE 1471 00:52:54,863 --> 00:52:57,733 TRYING TO TAKE A CONTINUOUS 1472 00:52:57,733 --> 00:52:59,134 APPROACH BECAUSE OF THESE 1473 00:52:59,134 --> 00:53:00,436 QUESTIONS THAT CAME UP EARLIER 1474 00:53:00,436 --> 00:53:02,638 ABOUT WHAT'S THE CONSENSUS 1475 00:53:02,638 --> 00:53:04,673 AROUND LATE TALKER 1476 00:53:04,673 --> 00:53:08,544 CLASSIFICATION, BUT IF WE COULD 1477 00:53:08,544 --> 00:53:10,913 PRIORITIZE, CREATING SAMPLES 1478 00:53:10,913 --> 00:53:13,015 THAT, YOU KNOW IF 10-20% OF 1479 00:53:13,015 --> 00:53:18,020 CHILDREN ARE EXPERIENCING LATE 1480 00:53:18,020 --> 00:53:21,023 TALKING, OUR SAMPLE SHOULDN'T BE 1481 00:53:21,023 --> 00:53:22,391 10-20% LATE TALKING, THEY SHOULD 1482 00:53:22,391 --> 00:53:25,227 BE 50% IF WE CAN'T, RIGHT? 1483 00:53:25,227 --> 00:53:26,195 AND THAT'S HARDER, BUT PROBABLY 1484 00:53:26,195 --> 00:53:36,538 WHAT WE NEED TO DO. 1485 00:53:43,045 --> 00:53:45,147 >> ANYONE ELSE OR ANY OF THE 1486 00:53:45,147 --> 00:53:48,317 PREVIOUS SPEAKERS WANT TO -- BEN 1487 00:53:48,317 --> 00:53:49,752 AND LAUREN YOU TAKE A DIFFERENT 1488 00:53:49,752 --> 00:53:50,719 APPROACH TO THE DATA YOU ARE 1489 00:53:50,719 --> 00:53:52,388 LOOKING AT AND YOU CERTAINLY 1490 00:53:52,388 --> 00:53:54,123 HAVE BIG DATA HEADING ON LARGER 1491 00:53:54,123 --> 00:53:55,858 NUMBERS BUT LESS POTENTIAL DEPTH 1492 00:53:55,858 --> 00:53:59,528 TO THE DATA ITSELF, RIGHT? 1493 00:53:59,528 --> 00:54:00,929 ALTHOUGH, NOT NECESSAR LEE. 1494 00:54:00,929 --> 00:54:05,034 SO MAYBE YOU CAN TALK ABOUT HOW 1495 00:54:05,034 --> 00:54:05,734 YOUR TEAM THINKS ABOUT 1496 00:54:05,734 --> 00:54:07,403 TRANSLATIONAL RESEARCH TRADE OFF 1497 00:54:07,403 --> 00:54:09,204 OF THE BIGGER END. 1498 00:54:09,204 --> 00:54:11,140 NYEAH, IT'S DEFINITELY IN THE 1499 00:54:11,140 --> 00:54:13,142 WORLD, MY BACKGROUND IS IN 1500 00:54:13,142 --> 00:54:14,176 INFORMATICS AND BIOSTATTIST 1501 00:54:14,176 --> 00:54:14,810 INCREASE IN BODYS SO A LOT OF 1502 00:54:14,810 --> 00:54:15,911 WHAT WE THINK ABOUT IS THE FIT 1503 00:54:15,911 --> 00:54:17,646 FOR PURPOSE OF DATA AND HOW 1504 00:54:17,646 --> 00:54:18,814 USEFUL IS IT FOR ANSWERING A 1505 00:54:18,814 --> 00:54:20,149 PARTICULAR QUESTION AND FOR US 1 1506 00:54:20,149 --> 00:54:23,052 OF THE VALUES OF USING THESE 1507 00:54:23,052 --> 00:54:24,019 LARGER COHORTS OF HEALTH SYSTEM 1508 00:54:24,019 --> 00:54:25,454 RELATED DAILY BASIS THEA IS THAT 1509 00:54:25,454 --> 00:54:27,322 WE DEFINITELY DO GET A MUCH MORE 1510 00:54:27,322 --> 00:54:30,959 DIVERSE POPULATION IN OUR HEALTH 1511 00:54:30,959 --> 00:54:34,396 SYSTEM, IT SERVES A 1512 00:54:34,396 --> 00:54:35,064 MAIORITY-MINORITY POPULATION AND 1513 00:54:35,064 --> 00:54:37,599 WE GET TO SEE THINGS WITHIN A 1514 00:54:37,599 --> 00:54:38,634 REAL WORLD CONTEXT. 1515 00:54:38,634 --> 00:54:39,701 THE TRADE-OFF OF THAT OBVIOUSLY 1516 00:54:39,701 --> 00:54:41,270 IS THAT WE'RE VERY LIMITED IN 1517 00:54:41,270 --> 00:54:44,506 THE WAYS THAT WE CAN IDENTIFY 1518 00:54:44,506 --> 00:54:44,873 CHILDREN, RIGHT? 1519 00:54:44,873 --> 00:54:47,176 SO I THINK YOU NEED TO HAVE THIS 1520 00:54:47,176 --> 00:54:53,148 BALANCE BETWEEN VERY DEEP 1521 00:54:53,148 --> 00:54:53,882 PHENOTYPING OF COHORT TO COLLECT 1522 00:54:53,882 --> 00:54:55,717 THE INFORMATION YOU NEED TO AND 1523 00:54:55,717 --> 00:54:58,487 THEN YOU NEED A LARGER, BROADER 1524 00:54:58,487 --> 00:54:59,555 POPULATION AS WELL, WHICH CAN 1525 00:54:59,555 --> 00:55:01,156 PROVIDE MORE OF A BIRD A EYE 1526 00:55:01,156 --> 00:55:03,792 VIEW, 1 THING WE'RE LOOKING AT 1527 00:55:03,792 --> 00:55:05,394 IS THE POTENTIAL BIASES AND 1528 00:55:05,394 --> 00:55:06,562 DIAGNOSIS AND CAN WE FIND 1529 00:55:06,562 --> 00:55:07,996 INDICATIONS IN THE WAY OF THE 1530 00:55:07,996 --> 00:55:09,064 CLINICAL NARRATIVE AND NOTES TO 1531 00:55:09,064 --> 00:55:11,633 FIGURE OUT THAT KIDS WHO LOOK 1532 00:55:11,633 --> 00:55:13,135 LIKE THEIR PEDIATRICIANS ARE 1533 00:55:13,135 --> 00:55:14,036 SAYING THEY'RE LATE TALKING BUT 1534 00:55:14,036 --> 00:55:15,170 AREN'T ROUGH ATOM VIEDING A 1535 00:55:15,170 --> 00:55:16,605 DIAGNOSIS CODE FOR THAT AND WE 1536 00:55:16,605 --> 00:55:18,006 ARE SEEING SOME DEMOGRAPHIC 1537 00:55:18,006 --> 00:55:20,676 DISPARITIES IN THE WAY THAT'S 1538 00:55:20,676 --> 00:55:22,945 BEING DOCUMENTED WITHIN THE 1539 00:55:22,945 --> 00:55:24,446 CHARTS, WHICH KIND OF HIGHLIGHTS 1540 00:55:24,446 --> 00:55:26,782 YOU KNOW THE CHALLENGES AND THIS 1541 00:55:26,782 --> 00:55:27,616 ADMINISTRATIVE DATA IS THAT IT'S 1542 00:55:27,616 --> 00:55:29,585 NOT GOING TO BE A GOLD STANDARD 1543 00:55:29,585 --> 00:55:32,221 VERSION BUT CAN GIVE A BROADER 1544 00:55:32,221 --> 00:55:33,188 PERSPECTIVE OF WHAT THIS LOOKS 1545 00:55:33,188 --> 00:55:34,623 LIKE IN A POPULATION. 1546 00:55:34,623 --> 00:55:37,693 >> I THINK THAT'S A REALLY 1547 00:55:37,693 --> 00:55:39,394 IMPORTANT POINT TO SORT OF EPPED 1548 00:55:39,394 --> 00:55:41,163 THIS PIECE ON, RIGHT, IS THE FIT 1549 00:55:41,163 --> 00:55:41,396 BETWEEN. 1550 00:55:41,396 --> 00:55:42,798 IT'S NOT JUST ABOUT THE SAMPLE 1551 00:55:42,798 --> 00:55:44,466 SIZE, IT'S NOT JUST ABOUT THE 1552 00:55:44,466 --> 00:55:46,635 MEASURES ISSUES IT'S ABOUT THE 1553 00:55:46,635 --> 00:55:47,936 FIT BETWEEN THE DATA AND THE 1554 00:55:47,936 --> 00:55:49,204 QUESTIONS THAT YOU'RE BOTH 1555 00:55:49,204 --> 00:55:51,607 TRYING TO ASK AND BEING MINDFUL 1556 00:55:51,607 --> 00:55:52,774 ABOUT THE QUESTIONS THAT YOU CAN 1557 00:55:52,774 --> 00:55:54,510 ANSWER THROUGH THE DATA THAT YOU 1558 00:55:54,510 --> 00:55:56,345 HAVE AVAILABLE AND MAKING SURE 1559 00:55:56,345 --> 00:56:00,149 IT'S FIT THERE AND YOU'RE NOT 1560 00:56:00,149 --> 00:56:00,682 OVERINTERPRETTING OR 1561 00:56:00,682 --> 00:56:01,984 UNDERINREPRESENTATION RETINAL 1562 00:56:01,984 --> 00:56:02,918 LOCATIONING OR 1563 00:56:02,918 --> 00:56:04,920 MISINREPRESENTATION RETINAL 1564 00:56:04,920 --> 00:56:06,221 LOCATIONING BASED ON A LACK OF 1565 00:56:06,221 --> 00:56:07,990 DATA AND SCIENTIFIC QUESTIONS. 1566 00:56:07,990 --> 00:56:08,824 DIVING BACK INTO THE CONTEXT 1567 00:56:08,824 --> 00:56:12,561 PIECE WE TOUCHED ON A BIT 1568 00:56:12,561 --> 00:56:15,063 EARLIER, RACHEL BARR, YOU WANT 1569 00:56:15,063 --> 00:56:18,300 TO ADD SOMETHING THERE ABOUT THE 1570 00:56:18,300 --> 00:56:24,439 CONTEXT IS THINKING ABOUT THE 1571 00:56:24,439 --> 00:56:25,007 HOME ENVIRONMENT? 1572 00:56:25,007 --> 00:56:27,609 >> CAN YOU HEAR ME NOW, THIS 1573 00:56:27,609 --> 00:56:28,043 TIME? 1574 00:56:28,043 --> 00:56:28,377 >> YES. 1575 00:56:28,377 --> 00:56:29,611 >> NICE AND CLEAR. 1576 00:56:29,611 --> 00:56:32,648 >> SO THIS BRINGS ME TO THE -- I 1577 00:56:32,648 --> 00:56:36,451 JUST WANTED TO REITERATE HOW 1578 00:56:36,451 --> 00:56:37,519 THINGS LIKE TECHNOFER ENSEL AND 1579 00:56:37,519 --> 00:56:40,722 THE MEDIA IN THE HOME COULD BE 1580 00:56:40,722 --> 00:56:42,124 PROVIDING THE SUPPORT FOR THE 1581 00:56:42,124 --> 00:56:44,893 CHILD OR COULD BE PROVIDING THIS 1582 00:56:44,893 --> 00:56:45,994 INTERFERENCE, SO I WAS SIMPLY 1583 00:56:45,994 --> 00:56:47,763 TRYING TO DO THE TALK AND THEN 1584 00:56:47,763 --> 00:56:50,566 THERE WAS NOTIFICATIONS COMING, 1585 00:56:50,566 --> 00:56:53,068 I WAS ECHOING, SO IT WAS TO 1586 00:56:53,068 --> 00:56:55,704 HEAR, IT WAS INTERACTING WITH 1587 00:56:55,704 --> 00:56:57,472 THE RESEARCH THAT WAS TRYING TO 1588 00:56:57,472 --> 00:57:01,109 CONVEY AND I THINK, THAT WAS 1589 00:57:01,109 --> 00:57:02,277 PERHAPS THE BEST DEMONSTRATION 1590 00:57:02,277 --> 00:57:04,880 OF HOW MEDIA COULD POTENTIALLY 1591 00:57:04,880 --> 00:57:09,251 INTERFERE WITH AND MAKE IT MUCH 1592 00:57:09,251 --> 00:57:11,920 MORE DIFFICULT FOR WHO ARE 1593 00:57:11,920 --> 00:57:13,288 DIFFERENTIALLY SUSCEPTIBLE WHO 1594 00:57:13,288 --> 00:57:15,324 HAVE LANGUAGE DIFFICULTY TO 1595 00:57:15,324 --> 00:57:15,857 PROCESS THIS INCOMING 1596 00:57:15,857 --> 00:57:18,560 INFORMATION, SO IF YOU HAVE 1597 00:57:18,560 --> 00:57:20,262 SIGHT, HEARING LOSS OR SLOWER 1598 00:57:20,262 --> 00:57:21,196 PROCESSING SPEED, THIS CONTEXT 1599 00:57:21,196 --> 00:57:22,464 OF THE MEDIA ENVIRONMENT IS 1600 00:57:22,464 --> 00:57:29,471 GOING TO BE VERY DIFFERENT THAN 1601 00:57:29,471 --> 00:57:30,706 CHILDREN WHO HAVE TYPICAL 1602 00:57:30,706 --> 00:57:31,440 PROCESSING AND HEARING. 1603 00:57:31,440 --> 00:57:33,342 SO IT'S ABOUT A CONTEXT 1604 00:57:33,342 --> 00:57:34,509 INTERACTION, I WANTED TO SORT OF 1605 00:57:34,509 --> 00:57:37,846 FOLLOW UP AND HOW ACTUALLY THAT 1606 00:57:37,846 --> 00:57:39,047 MY PRESENTATION ALTHOUGH 1607 00:57:39,047 --> 00:57:41,316 DISTORTED WAS PERHAPS THE 1608 00:57:41,316 --> 00:57:44,486 PERFECT EXAMPLE OF HOW THAT 1609 00:57:44,486 --> 00:57:45,654 CONTEXT COULD INTERFERE WITH 1610 00:57:45,654 --> 00:57:47,656 CHILD DEVELOPMENT BUT ALSO TO 1611 00:57:47,656 --> 00:57:51,326 SAY, WHEN WE'RE THINKING ABOUT 1612 00:57:51,326 --> 00:57:54,162 CONTEXTURAL FACTORS HOW IT MIGHT 1613 00:57:54,162 --> 00:57:55,464 PROTECT JOINT ENGAGEMENT IN 1614 00:57:55,464 --> 00:57:56,965 PLAY, MEDIA, ANY DAILY 1615 00:57:56,965 --> 00:57:59,067 ACTIVITIES WITH THE CHILD, 1616 00:57:59,067 --> 00:58:00,402 CLEARLY ENHANCES THE LANGUAGE 1617 00:58:00,402 --> 00:58:02,404 INPUT AND MAY BE PARTICULARLY 1618 00:58:02,404 --> 00:58:05,607 IMPORTANT FOR CHILDREN WHO MAY 1619 00:58:05,607 --> 00:58:08,143 BE MORE SUSCEPTIBLE FOR LATE 1620 00:58:08,143 --> 00:58:08,410 TALKERS. 1621 00:58:08,410 --> 00:58:10,178 >> GREAT POINTS AND YES, THANK 1622 00:58:10,178 --> 00:58:11,747 YOU FOR BRINGING, YOU KNOW 1623 00:58:11,747 --> 00:58:17,286 SCIENCE TO LIFE FOR US ALL. 1624 00:58:17,286 --> 00:58:20,389 SO I WANT TO -- THIS IS ANOTHER 1625 00:58:20,389 --> 00:58:24,593 QUESTION FROM THE AUDIENCE, 1626 00:58:24,593 --> 00:58:26,995 REALLY THINKING ABOUT -- I THINK 1627 00:58:26,995 --> 00:58:28,797 GETTING IT AND DIFFERENTIATING 1628 00:58:28,797 --> 00:58:29,131 TRAJECTORIES. 1629 00:58:29,131 --> 00:58:31,767 THE QUESTION IS ABOUT HOW WE 1630 00:58:31,767 --> 00:58:34,636 THINK ABOUT THE DISTINCTIVENESS 1631 00:58:34,636 --> 00:58:37,739 VERSUS THE OVERLAP FOR THE LATE 1632 00:58:37,739 --> 00:58:39,708 TALKER PHENOTYPE VERSUS 1633 00:58:39,708 --> 00:58:40,275 DEVELOPMENTAL LANGUAGE DELAY 1634 00:58:40,275 --> 00:58:44,379 PHENOTYPE AND I THINK THIS IS A 1635 00:58:44,379 --> 00:58:47,282 REALLY OPEN QUESTION IN A LOT OF 1636 00:58:47,282 --> 00:58:50,485 WAYS, RIGHT, AS WE THINK ABOUT 1637 00:58:50,485 --> 00:58:51,186 DIFFERENTIATING TRAJECTORIES. 1638 00:58:51,186 --> 00:58:52,988 SO IF ANYONE HAS ANYTHING TO ADD 1639 00:58:52,988 --> 00:59:02,531 OR TO EXPAND UPON IN TERMS OF 1640 00:59:02,531 --> 00:59:04,433 THAT QUESTION. 1641 00:59:04,433 --> 00:59:06,468 AND THIS IS OPEN TO OUR PANEL OR 1642 00:59:06,468 --> 00:59:17,012 PREVIOUS SPEAKERS FROM TODAY AS 1643 00:59:18,380 --> 00:59:18,680 WELL. 1644 00:59:18,680 --> 00:59:20,182 >> I COULD ADD MAYBE A BRIEF 1645 00:59:20,182 --> 00:59:22,117 THING BUT IF OTHER PEOPLE WANT 1646 00:59:22,117 --> 00:59:24,252 TO JUMP IN, I AM TOTALLY HAPPY 1647 00:59:24,252 --> 00:59:29,424 TO HEAR THEIR THOUGHTS AS WELL, 1648 00:59:29,424 --> 00:59:37,199 BUT MOSTLY TO SAY THAT THAT'S AN 1649 00:59:37,199 --> 00:59:38,400 EXCELLENT QUESTION AND THAT IT'S 1650 00:59:38,400 --> 00:59:40,569 ASSUMED AND THERE ARE SOME DATA 1651 00:59:40,569 --> 00:59:42,204 TO SUGGEST THAT CHILDREN WHO ARE 1652 00:59:42,204 --> 00:59:44,506 LATE TALKING ARE AT ENHANCED 1653 00:59:44,506 --> 00:59:47,709 RISK FOR DLD BUT THAT'S NOT 1654 00:59:47,709 --> 00:59:51,646 UNIVERSALLY SEEN ACROSS ALL 1655 00:59:51,646 --> 00:59:53,048 STUDIES AND THERE ARE EVEN CASES 1656 00:59:53,048 --> 00:59:56,151 THAT WE SEE IN OUR OWN DATA FOR 1657 00:59:56,151 --> 01:00:01,823 CHILDREN WHO EARLY ON SEEM TO BE 1658 01:00:01,823 --> 01:00:02,824 SHOWING TYPICAL DEVELOPMENT 1659 01:00:02,824 --> 01:00:05,026 TRAJECTORIES AND THEN LATER 1660 01:00:05,026 --> 01:00:15,504 FALLING INTO A MORE LANGUAGE 1661 01:00:15,771 --> 01:00:17,773 DELAYED STATUS, SO RIGHT, IT'S A 1662 01:00:17,773 --> 01:00:19,074 HUGE QUESTION AND WHERE TO WHERE 1663 01:00:19,074 --> 01:00:20,709 IT SEEMS TO SOME EXTENT THERE'S 1664 01:00:20,709 --> 01:00:23,845 A REAP BUT IT'S NOT CLEARLY A 1 1665 01:00:23,845 --> 01:00:34,289 TO 1 RELATIONSHIP AT ALL. 1666 01:00:35,590 --> 01:00:35,857 . 1667 01:00:35,857 --> 01:00:38,126 >> YOU KNOW I TAKE A STANCE OF 1668 01:00:38,126 --> 01:00:39,027 GETTING EXCITED ABOUT SCIENTIFIC 1669 01:00:39,027 --> 01:00:41,263 QUESTIONS FOR WHICH THERE ARE 1670 01:00:41,263 --> 01:00:42,230 MORE OPEN QUESTIONS THAN 1671 01:00:42,230 --> 01:00:43,932 ANSWERS, RIGHT AND THIS IS 1672 01:00:43,932 --> 01:00:46,134 CERTAINLY 1 OF THEM AND A BIG 1673 01:00:46,134 --> 01:00:47,969 REASON WHY WE'RE ALL HERE TODAY 1674 01:00:47,969 --> 01:00:49,271 AND OVER THE NEXT COUPLE OF 1675 01:00:49,271 --> 01:00:52,040 WEEKS TO TALK ABOUT THESE THING 1676 01:00:52,040 --> 01:00:53,542 SYSTEM THAT THERE IS AS OF YET 1677 01:00:53,542 --> 01:00:55,177 SO MUCH UNKNOWN IN TERMS OF WHAT 1678 01:00:55,177 --> 01:00:57,512 ARE THE EARLY MARKERS THAT ARE 1679 01:00:57,512 --> 01:00:58,713 GOING TO DISTINGUISH THESE 2 1680 01:00:58,713 --> 01:00:59,848 GROUPS OF KIDS AND ALSO FROM 1681 01:00:59,848 --> 01:01:02,851 THOSE WHO ARE GOING TO GO ON TO 1682 01:01:02,851 --> 01:01:04,853 RECOVER OR SHOW SORT OF MORE 1683 01:01:04,853 --> 01:01:09,224 AVERAGE LANGUAGE TRAJECTORIES 1684 01:01:09,224 --> 01:01:11,626 LATER ON IN LIFE, SO PROBABLY 1685 01:01:11,626 --> 01:01:14,162 MORE OPEN QUESTIONS OF ANSWERS 1686 01:01:14,162 --> 01:01:15,263 TO THIS AS OF YET. 1687 01:01:15,263 --> 01:01:16,565 SO I THINK A LOT OF QUESTIONS 1688 01:01:16,565 --> 01:01:18,567 THAT ARE COMING IN AND A LOT OF 1689 01:01:18,567 --> 01:01:19,734 WHAT WE'RE WE'RE SORT OF 1690 01:01:19,734 --> 01:01:20,902 TOUCHING ON IN THIS DISCUSSION 1691 01:01:20,902 --> 01:01:22,704 AS WELL GET US MORE INTO THE 1692 01:01:22,704 --> 01:01:23,872 NITTY-GRITTY OF NOT JUST 1693 01:01:23,872 --> 01:01:25,474 THINKING ABOUT THESE 1694 01:01:25,474 --> 01:01:27,075 TRAJECTORIES, BUT HOW WE'RE 1695 01:01:27,075 --> 01:01:27,576 MEASURING THEM. 1696 01:01:27,576 --> 01:01:30,412 WHAT ARE THE ACTUAL TOOLS THAT 1697 01:01:30,412 --> 01:01:32,047 WE'RE USING AND THERE ARE SO 1698 01:01:32,047 --> 01:01:33,949 MANY -- SO MANY QUESTIONS AND 1699 01:01:33,949 --> 01:01:35,684 IDEAS AND THOUGHTS COMING IN 1700 01:01:35,684 --> 01:01:37,619 ABOUT THIS, BUT SOMETHING THAT 1701 01:01:37,619 --> 01:01:39,020 WE HAVE TOUCHED ON ONLY A LITTLE 1702 01:01:39,020 --> 01:01:41,456 BIT HERE THAT I WOULD REALLY 1703 01:01:41,456 --> 01:01:42,424 LOVE TO EXPAND UPON A LITTLE BIT 1704 01:01:42,424 --> 01:01:46,428 IS THIS IDEA OF MEASUREMENT AS A 1705 01:01:46,428 --> 01:01:48,964 REPRESENTATION ISSUE. 1706 01:01:48,964 --> 01:01:51,766 SO RITA, YOU PRESENTED DATA WITH 1707 01:01:51,766 --> 01:01:53,101 BILINGUAL KIDS OR KIDS BEING 1708 01:01:53,101 --> 01:01:56,104 EXPOSE OFFICE OF DIVERSITY 2 1709 01:01:56,104 --> 01:01:57,272 DIFFERENT LANGUAGES AND 1 WAY OF 1710 01:01:57,272 --> 01:01:59,708 MEASURING THEM WAS TO USE, YOU 1711 01:01:59,708 --> 01:02:01,142 KNOW THEIR STRONGEST LANGUAGE 1712 01:02:01,142 --> 01:02:03,912 BUT THERE ARE SORT OF A SLEW OF 1713 01:02:03,912 --> 01:02:05,080 DIFFERENT WAYS WE CAN MEASURE 1714 01:02:05,080 --> 01:02:07,182 LANGUAGE DEVELOPMENT IN KIDS WHO 1715 01:02:07,182 --> 01:02:09,284 ARE LEARNING MULTIPLE OR EXPOSED 1716 01:02:09,284 --> 01:02:10,886 TO MULTIPLE LANGUAGES AND 1717 01:02:10,886 --> 01:02:13,421 THERE'S NOT REALLY CLEAR 1718 01:02:13,421 --> 01:02:14,823 GUIDANCE OR STANDARDIZED 1719 01:02:14,823 --> 01:02:15,290 ASSESSMENTS HERE. 1720 01:02:15,290 --> 01:02:17,058 SO I KNOW KELLY YOU DO A LOT OF 1721 01:02:17,058 --> 01:02:20,095 WORK IN THIS AREA AND I'M HOPING 1722 01:02:20,095 --> 01:02:23,798 YOU CAN EXPAND ON THE CHALLENGES 1723 01:02:23,798 --> 01:02:24,966 YOU SEE AND THE OPPORTUNITIES 1724 01:02:24,966 --> 01:02:26,735 YOU SEE AND THE WAYS YOU ARE 1725 01:02:26,735 --> 01:02:27,369 APPROACHES THIS. 1726 01:02:27,369 --> 01:02:29,604 >> YEAH, SO I THINK PROBABLY 1727 01:02:29,604 --> 01:02:31,640 HISTORICALLY, THE SOLUTION WAS 1728 01:02:31,640 --> 01:02:34,075 WE JUST EXCLUDE KIDS WHO ARE 1729 01:02:34,075 --> 01:02:35,143 NONENGLISH SPEAKING BECAUSE WE 1730 01:02:35,143 --> 01:02:36,811 ONLY HAVE ENGLISH SPEAKING 1731 01:02:36,811 --> 01:02:38,079 ASSESSMENTS FOR LANGUAGE, FOR 1732 01:02:38,079 --> 01:02:39,447 EARLY LANGUAGE DEVELOPMENT AND I 1733 01:02:39,447 --> 01:02:41,416 THINK THAT CAN'T BE THE SOLUTION 1734 01:02:41,416 --> 01:02:41,783 FOREVER. 1735 01:02:41,783 --> 01:02:43,852 WE HAVE TO MAKE OUR RESEARCH 1736 01:02:43,852 --> 01:02:45,387 MORE ENCLUESIVE AND MAKE SURE 1737 01:02:45,387 --> 01:02:46,755 THAT KIDS WHO SPEAK OTHER 1738 01:02:46,755 --> 01:02:48,823 LANGUAGES OR SPEAK MULTIPLE 1739 01:02:48,823 --> 01:02:50,225 LANGUAGES WE ARE UNDERSTANDING 1740 01:02:50,225 --> 01:02:52,761 THEIR LANGUAGE DEVELOPMENT AS 1741 01:02:52,761 --> 01:02:52,994 WELL. 1742 01:02:52,994 --> 01:02:55,697 SO I THINK THERE ARE A COUPLE OF 1743 01:02:55,697 --> 01:02:58,099 KEY ISSUES, THE FIRST BEING THAT 1744 01:02:58,099 --> 01:03:00,502 WE DON'T HAVE ARK ASSESSESMENTS 1745 01:03:00,502 --> 01:03:03,004 THAT ARE STANDARDIZED AND NORMED 1746 01:03:03,004 --> 01:03:06,308 ACROSS EVERY POSSIBLE LANGUAGE. 1747 01:03:06,308 --> 01:03:09,344 SO FOR EXAMPLE WHEN YOU HAVE 1748 01:03:09,344 --> 01:03:13,148 BILINGUAL KIDS AND YOU'RE 1749 01:03:13,148 --> 01:03:14,282 ASSESSING USING THE CDI, MANY 1750 01:03:14,282 --> 01:03:17,419 KIDS WILL HAVE SPANISH ENGLISH 1751 01:03:17,419 --> 01:03:18,687 FAMILIES, COMPLETE BOTH THE 1752 01:03:18,687 --> 01:03:21,923 ENGLISH CDI AND SPANISH CDI AND 1753 01:03:21,923 --> 01:03:22,958 DO A COMPOSITE MEASURE TO 1754 01:03:22,958 --> 01:03:24,893 COMBINE THE 2 BUT WE STILL DON'T 1755 01:03:24,893 --> 01:03:26,661 ALWAYS HAVE A GREAT SENSE OF 1756 01:03:26,661 --> 01:03:28,063 WHAT'S TYPICAL, WHAT NORMS DO WE 1757 01:03:28,063 --> 01:03:31,132 USE FOR THESE COMPOSITE SCORES 1758 01:03:31,132 --> 01:03:32,667 AND SO I THINK THERE'S STILL A 1759 01:03:32,667 --> 01:03:35,437 LOT OF WORK TO BE DONE IN THAT 1760 01:03:35,437 --> 01:03:35,770 AREA. 1761 01:03:35,770 --> 01:03:36,838 ANOTHER OPTION THAT WE'RE USING 1762 01:03:36,838 --> 01:03:40,542 IN MY RESEARCH IS THAT MOST 1763 01:03:40,542 --> 01:03:44,646 RECENT VERSION OF THE PRESCHOOL 1764 01:03:44,646 --> 01:03:46,381 LANGUAGE SKILLS WHICH IS AN 1765 01:03:46,381 --> 01:03:47,315 ENGLISH VERSION AND SPANISH 1766 01:03:47,315 --> 01:03:50,118 VERSION WHICH HAS BEEN NORMED 1767 01:03:50,118 --> 01:03:51,886 FOR BILINGUAL KIDS AND FOR THAT 1768 01:03:51,886 --> 01:03:53,088 ASSESSMENT YOU WOULD ADMINISTER 1769 01:03:53,088 --> 01:03:55,390 ITEMS IN SPANISH AND THEN IF THE 1770 01:03:55,390 --> 01:03:57,158 CHILD MISSES THE ITEM YOU COULD 1771 01:03:57,158 --> 01:03:59,260 TRY AGAIN IN ENGLISH TO SEE IF 1772 01:03:59,260 --> 01:04:00,462 THEY CAN RESPOND CORRECTLY IN 1773 01:04:00,462 --> 01:04:01,696 ENGLISH, SO I THINK THERE ARE 1774 01:04:01,696 --> 01:04:04,766 SOME OPTIONS OUT THERE, BUT THEY 1775 01:04:04,766 --> 01:04:06,735 ONLY -- THEY'RE LIMITED IN THE 1776 01:04:06,735 --> 01:04:08,336 LANGUAGES THAT THEY COVER. 1777 01:04:08,336 --> 01:04:10,238 THEY DON'T COVER EVERY TYPE OF 1778 01:04:10,238 --> 01:04:12,874 MULTILINGUAL THAT YOU MIGHT 1779 01:04:12,874 --> 01:04:13,742 ENCOUNTENER YOUR RESEARCH. 1780 01:04:13,742 --> 01:04:14,976 OF COURSE ALONG WITH NOT HAVING 1781 01:04:14,976 --> 01:04:17,412 ACCESS TO LOTS OF ARK 1782 01:04:17,412 --> 01:04:18,446 ASSESSESMENTS, YOUR STAFF, YOUR 1783 01:04:18,446 --> 01:04:21,116 RESEARCH STAFF ALSO NEEDS TO BE 1784 01:04:21,116 --> 01:04:23,351 PROFICIENT IN THE LANGUAGE THAT 1785 01:04:23,351 --> 01:04:24,619 YOU'RE ASSESSING, SO, I'M 1786 01:04:24,619 --> 01:04:27,055 INTERESTED IN KIND OF DISCUSSING 1787 01:04:27,055 --> 01:04:31,559 WITH YOU ALL SOME AMTERNATIVE 1788 01:04:31,559 --> 01:04:31,826 OPTIONS. 1789 01:04:31,826 --> 01:04:33,695 SO IS THERE A WAY TO USE AN 1790 01:04:33,695 --> 01:04:34,829 ENGLISH ONLY ARK ASSESSESMENT 1791 01:04:34,829 --> 01:04:36,698 PAIRED WITH SOME KIND OF 1792 01:04:36,698 --> 01:04:38,633 EXTENSIVE LANGUAGE BACKGROUND 1793 01:04:38,633 --> 01:04:40,502 QUESTIONNAIRE TO KIND OF WEIGHT 1794 01:04:40,502 --> 01:04:43,471 THE ENGLISH ASSESSMENT OR ARE 1795 01:04:43,471 --> 01:04:48,910 THERE OTHER OPTIONS SUCH AS MORE 1796 01:04:48,910 --> 01:04:50,178 NATURALISTIC INTERACTIONS OR 1797 01:04:50,178 --> 01:04:52,947 RECORDINGS OF THE HOME LANGUAGE 1798 01:04:52,947 --> 01:04:56,284 ENVIRONMENT, LIKE 1799 01:04:56,284 --> 01:04:58,920 [INDISCERNIBLE] RECORDINGS THAT 1800 01:04:58,920 --> 01:05:00,455 COULD BE APPLIED RELATING TO THE 1801 01:05:00,455 --> 01:05:01,489 LANGUAGE, WE COULD TRANSCRIBE, 1802 01:05:01,489 --> 01:05:04,359 USING SOME KIND OF AUTOMATIC 1803 01:05:04,359 --> 01:05:05,126 TRANSCRIPTION THAT DOESN'T 1804 01:05:05,126 --> 01:05:07,228 REQUIRE OUR STAFF TO HAVE ALL 1805 01:05:07,228 --> 01:05:08,697 THE KNOWLEDGE OF THE BACKGROUND 1806 01:05:08,697 --> 01:05:11,633 LANGUAGE AND USE THAT TO GET 1807 01:05:11,633 --> 01:05:13,368 CHILD UTTERANCES, AND ADULT 1808 01:05:13,368 --> 01:05:14,903 UTTERANCES AS AN ALTERNATIVE 1809 01:05:14,903 --> 01:05:15,770 APPROACH TO MEASURING LANGUAGE 1810 01:05:15,770 --> 01:05:16,337 IN THE HOME. 1811 01:05:16,337 --> 01:05:21,609 SO I THINK, YEAH, THAT'S WHEREI 1812 01:05:21,609 --> 01:05:24,746 WANT TO START, WHAT ARE THE 1813 01:05:24,746 --> 01:05:26,247 ALTERNATIVES IF YOU DON'T SPEAK 1814 01:05:26,247 --> 01:05:28,249 THE LANGUAGES THAT YOUR 1815 01:05:28,249 --> 01:05:28,950 PARTICIPANTS SPEAK. 1816 01:05:28,950 --> 01:05:30,685 >> AND JUST TO FOLLOW UP ON 1817 01:05:30,685 --> 01:05:32,087 THAT, I WOULD AGREE WITH 1818 01:05:32,087 --> 01:05:33,254 EVERYTHING KELLY JUST SAID, YOU 1819 01:05:33,254 --> 01:05:36,024 KNOW IT'S SO IMPORTANT I THINK 1820 01:05:36,024 --> 01:05:38,226 NOT TO MEASURE BILING Y'ALL 1821 01:05:38,226 --> 01:05:41,062 CHILDREN USING ONLY ENGLISH ONLY 1822 01:05:41,062 --> 01:05:41,963 STANDARDIZED ASSESSMENTS BECAUSE 1823 01:05:41,963 --> 01:05:44,032 THEN WE KNOW WE WILL BE 1824 01:05:44,032 --> 01:05:44,999 UNDERSCORING THEM AND EVEN WITH 1825 01:05:44,999 --> 01:05:47,902 THE APPROACH OF USING THE NCBI 1826 01:05:47,902 --> 01:05:49,437 IN BOTH VERSIONS THEY WEREN'T CO 1827 01:05:49,437 --> 01:05:52,974 NORMED ON THE SAME EXAMPLES SO 1828 01:05:52,974 --> 01:05:53,708 THE PERCENTILES AREN'T 1829 01:05:53,708 --> 01:05:54,542 EQUIVALENT WHICH MAKE ITS 1830 01:05:54,542 --> 01:05:57,212 CHALLENGING TO COME UP WITH THE 1831 01:05:57,212 --> 01:05:58,113 COMPOSITES. 1832 01:05:58,113 --> 01:06:00,381 I KNOW KATHLEEN [INDISCERNIBLE] 1833 01:06:00,381 --> 01:06:04,419 GROUP DEVELOPED, THE DUAL 1834 01:06:04,419 --> 01:06:05,720 LEARNERS ENGLISH-SPANISH TO 1835 01:06:05,720 --> 01:06:06,855 OVERCOME THOSE ISSUES. 1836 01:06:06,855 --> 01:06:09,424 I THINK THIS IDEA OF DAY LONG 1837 01:06:09,424 --> 01:06:10,225 [INDISCERNIBLE] IS POTENTIALLY 1838 01:06:10,225 --> 01:06:11,392 VERY INTERESTING, YOU KNOW 1839 01:06:11,392 --> 01:06:13,261 IDEALLY WE WOULD BE ABLE TO 1840 01:06:13,261 --> 01:06:14,696 DEVELOP SOME KINDS OF NORMS OR 1841 01:06:14,696 --> 01:06:17,599 AT A MINIMUM AS KELLY SUGGESTED 1842 01:06:17,599 --> 01:06:19,467 PAIRING WITH SOME KIND OF CODING 1843 01:06:19,467 --> 01:06:21,770 SCHEME TO MEASURE TYPES AND 1844 01:06:21,770 --> 01:06:32,280 TOKENS WITH BOTH LANGUAGES AND 1845 01:06:40,355 --> 01:06:44,292 SIMILAR METRICS. 1846 01:06:44,292 --> 01:06:46,161 >> I THINK THE Y-THING THAT 1847 01:06:46,161 --> 01:06:49,063 KELLY HAD WAS PERHAPS A VERY -- 1848 01:06:49,063 --> 01:06:51,199 COULD BE A VERY USEFUL 1 IF WE 1849 01:06:51,199 --> 01:06:53,368 HAVE EXISTING DATA SETS BECAUSE 1850 01:06:53,368 --> 01:06:56,137 OFTEN IF WE HAVE THESE 1851 01:06:56,137 --> 01:06:57,505 LONGITUDINAL DATA SETS WE CAN 1852 01:06:57,505 --> 01:06:59,707 SEE HOW WE CAN MAXIMIZE WHAT 1853 01:06:59,707 --> 01:07:00,975 WE'VE ALREADY COLLECTED 1854 01:07:00,975 --> 01:07:02,043 ESPECIALLY WITH THOUGHTS OF 1855 01:07:02,043 --> 01:07:07,148 COLLECTING DATA AT LATER TIME 1856 01:07:07,148 --> 01:07:08,283 POINTS. 1857 01:07:08,283 --> 01:07:10,351 I WAS WONDERING, YOU WOULD WANT 1858 01:07:10,351 --> 01:07:12,987 TO HAVE THAT FROM DETAILED 1859 01:07:12,987 --> 01:07:15,723 EXPOSURE, OF COURSE, HOW WOULD 1860 01:07:15,723 --> 01:07:17,859 YOU GO ABOUT DOING THAT EXACTLY? 1861 01:07:17,859 --> 01:07:20,028 WHAT WOULD BE THE STRATEGY? 1862 01:07:20,028 --> 01:07:21,462 >> YEAH, I DON'T HAVE A LOT OF 1863 01:07:21,462 --> 01:07:23,698 IDEAS IN THIS AREA, IT WAS JUST 1864 01:07:23,698 --> 01:07:25,099 SOMETHING THEY HEARD SOMEONE 1865 01:07:25,099 --> 01:07:27,302 PROPOSE RECENTLY THEY THOUGHT IS 1866 01:07:27,302 --> 01:07:30,805 KIND OF WORTH EXPLORING A LITTLE 1867 01:07:30,805 --> 01:07:34,943 BIT MORE IF YOU HAD SOME VERY 1868 01:07:34,943 --> 01:07:37,879 RELIABLE AND TRUSTWORTHY 1869 01:07:37,879 --> 01:07:39,147 ASSESSMENT OF THE PERSON THAT 1870 01:07:39,147 --> 01:07:42,150 THEY WERE EXPOSED TO ENGLISH 1871 01:07:42,150 --> 01:07:43,518 VERSIONUS OTHER LANGUAGES, MAYBE 1872 01:07:43,518 --> 01:07:45,954 YOU COULD ASSIGN A WEIGHT TO THE 1873 01:07:45,954 --> 01:07:47,021 ENGLISH VOCABULARY MEASURE THAT 1874 01:07:47,021 --> 01:07:50,658 YOU USED AND THEN ASSUME THAT 1875 01:07:50,658 --> 01:07:51,559 THEIR OTHER LANGUAGE MAKES UP 1876 01:07:51,559 --> 01:07:55,797 THE REST OF THE PERCENTAGE. 1877 01:07:55,797 --> 01:08:05,173 >> I MEAN I ASK BECAUSE 1878 01:08:05,173 --> 01:08:08,376 [INDISCERNIBLE] -- KIDS AND THE 1879 01:08:08,376 --> 01:08:12,614 PATTERNS, THE MODELS LOOK QUITE 1880 01:08:12,614 --> 01:08:17,652 DIFFERENT FOR THE CHILDREN 1881 01:08:17,652 --> 01:08:19,153 [AUDIO CUTS OUT ] 1882 01:08:19,153 --> 01:08:20,889 >> SORRY RACHEL YOUR AUDIO WAS 1883 01:08:20,889 --> 01:08:26,160 CUTTING OFF TOWARDS THE END 1884 01:08:26,160 --> 01:08:26,561 THERE. 1885 01:08:26,561 --> 01:08:29,330 >> VIRGINIA CAN I MAKE A QUICK 1886 01:08:29,330 --> 01:08:29,664 COMMENT? 1887 01:08:29,664 --> 01:08:29,964 >> PLEASE. 1888 01:08:29,964 --> 01:08:32,300 >> WHICH IS THAT I THINK THIS 1889 01:08:32,300 --> 01:08:33,835 CONVERSATION IS REALLY ENLIGHT 1890 01:08:33,835 --> 01:08:35,536 EVENING IN TERMS OF THE GAP 1891 01:08:35,536 --> 01:08:37,872 BETWEEN WHAT WE KNOW IS WHAT WE 1892 01:08:37,872 --> 01:08:41,609 NEED TO KNOW IN THIS AREA. 1893 01:08:41,609 --> 01:08:44,245 AND I THINK WHEN WE LOOK AT THE 1894 01:08:44,245 --> 01:08:48,049 ROLE OF NIH IN FOSTERING 1895 01:08:48,049 --> 01:08:49,550 SCIENTIFIC INQUIRY THAT THIS 1896 01:08:49,550 --> 01:08:50,985 CONVERSATION IN ABOUT 7-8 YEARS 1897 01:08:50,985 --> 01:08:53,388 FROM NOW WILL BE FUNDAMENTALLY 1898 01:08:53,388 --> 01:08:56,591 DIFFERENT BECAUSE OF YOUR TALK 1899 01:08:56,591 --> 01:08:59,761 INITIATIVE AND I DON'T KNOW -- I 1900 01:08:59,761 --> 01:09:01,062 KEEP SAYING SOME SENATOR OUT 1901 01:09:01,062 --> 01:09:03,731 THERE HAS A LATE TALKER, LIKE 1902 01:09:03,731 --> 01:09:05,366 SOMEBODY OUT THERE HAS TAKEN 1903 01:09:05,366 --> 01:09:07,135 THIS ON, I DON'T KNOW WHO THEY 1904 01:09:07,135 --> 01:09:09,804 ARE, I'M VERY GRATEFUL BUT THIS 1905 01:09:09,804 --> 01:09:12,473 INITIATIVE, YOU KNOW IF I LOOK 1906 01:09:12,473 --> 01:09:15,777 AT THE RO-1 INVITATION THAT YOU 1907 01:09:15,777 --> 01:09:18,279 HAVE OUT THERE, YOU'RE INVITING 1908 01:09:18,279 --> 01:09:20,181 THE BEST AND MOST INNOVATIVE 1909 01:09:20,181 --> 01:09:22,350 MIND OUT THERE TO PUT THEIR BEST 1910 01:09:22,350 --> 01:09:24,319 IDEAS FORWARD AND TAKE SOME OF 1911 01:09:24,319 --> 01:09:31,693 THESE IDEAS TO FRUITION, SO I'M 1912 01:09:31,693 --> 01:09:33,795 REALLY EXCITED WHAT NIH HAS DONE 1913 01:09:33,795 --> 01:09:35,663 IS WHAT GOVERNMENT FUNDING 1914 01:09:35,663 --> 01:09:39,334 ENTITIES OUGHT TO DO WHICH IS TO 1915 01:09:39,334 --> 01:09:40,935 STIMULATE RESEARCH WHERE IT'S 1916 01:09:40,935 --> 01:09:41,169 NEEDED. 1917 01:09:41,169 --> 01:09:42,704 SO MY POINT IS 7 OR 8 YEARS FROM 1918 01:09:42,704 --> 01:09:44,138 NOW, WE WILL NO SO MANY MORE 1919 01:09:44,138 --> 01:09:47,342 THINGS ABOUT THIS ISSUE OF EARLY 1920 01:09:47,342 --> 01:09:51,079 LANGUAGE ASSESSMENT AND WHAT 1921 01:09:51,079 --> 01:09:51,980 MIGHT BE POSSIBLE. 1922 01:09:51,980 --> 01:09:53,014 >> WELL I LOVE THOSE KIND WORDS 1923 01:09:53,014 --> 01:09:56,250 AND I LOVE YOUR OPTIMISM AND I 1924 01:09:56,250 --> 01:09:57,552 CERTAINLY HOPE, YOU KNOW THAT'S 1925 01:09:57,552 --> 01:10:00,455 THE GOAL WE'RE ALL HERE TO 1926 01:10:00,455 --> 01:10:02,090 ACCOMPLISH TODAY. 1927 01:10:02,090 --> 01:10:03,424 I HOPE I LED APPROPRIATELY WITH 1928 01:10:03,424 --> 01:10:04,926 THE SENSE THAT I DON'T EXPECT US 1929 01:10:04,926 --> 01:10:07,929 TO COME AWAY FROM TODAY OR THE 1930 01:10:07,929 --> 01:10:10,131 OTHER, YOU KNOW SESSIONS OF THIS 1931 01:10:10,131 --> 01:10:12,667 WORKSHOP SERIES WITH ANSWERS, 1932 01:10:12,667 --> 01:10:13,634 RIGHT, BUT MOSTLY WITH 1933 01:10:13,634 --> 01:10:14,836 QUESTIONS, WHAT ARE THE 1934 01:10:14,836 --> 01:10:15,670 UNANSWERED QUESTIONS AND WHERE 1935 01:10:15,670 --> 01:10:19,440 DO WE REALLY NEED TO BE PUTTING 1936 01:10:19,440 --> 01:10:22,410 OUR RESOURCES ACROSS THESE BEST 1937 01:10:22,410 --> 01:10:25,413 MINDS THAT WE HAVE GATHERED 1938 01:10:25,413 --> 01:10:25,680 TOGETHER. 1939 01:10:25,680 --> 01:10:26,914 SO SORT OF BUILDING OFF THAT, 1940 01:10:26,914 --> 01:10:28,349 SOME OF THE BEST MAY OR MAY NOT 1941 01:10:28,349 --> 01:10:33,054 BE ON THE CALL TODAY, HAVE 1942 01:10:33,054 --> 01:10:34,589 REFERENCED SOME EXISTING WORK ON 1943 01:10:34,589 --> 01:10:39,727 ESPECIALLY USING THE CDI, AND 1944 01:10:39,727 --> 01:10:40,695 BILINGUAL POPULATIONS AND THE -- 1945 01:10:40,695 --> 01:10:42,430 THIS IS SORT OF A QUESTION BUT A 1946 01:10:42,430 --> 01:10:45,666 BIT OF A COMMENT BUT PREVIOUS 1947 01:10:45,666 --> 01:10:47,301 WORK SUGGESTED ADMINISTERING THE 1948 01:10:47,301 --> 01:10:49,404 CDI IN BOTH LANGUAGES AND THEN 1949 01:10:49,404 --> 01:10:50,238 CALCULATING THE TOTAL SCORE 1950 01:10:50,238 --> 01:10:51,472 RATHER THAN A CONCEPTUAL CORE 1951 01:10:51,472 --> 01:10:54,542 AND I KNOW THIS IS SORT OF A 1952 01:10:54,542 --> 01:10:56,077 REALLY CURRENT TOPIC IS THIS 1953 01:10:56,077 --> 01:10:58,079 IDEA OF MEASURING BILINGUAL 1954 01:10:58,079 --> 01:11:02,583 VOCABULARY IN TERMS OF 1955 01:11:02,583 --> 01:11:04,552 INDIVIDUAL LANGUAGE, TOTAL LIKE 1956 01:11:04,552 --> 01:11:08,156 AND OF ACTUAL WORDS VERSUS SORT 1957 01:11:08,156 --> 01:11:08,823 OF COMBINED CONCEPTUAL 1958 01:11:08,823 --> 01:11:12,660 VOCABULARY AND THERE ARE 1959 01:11:12,660 --> 01:11:14,529 TRADE-OFFS I THINK TO EITHER, 1960 01:11:14,529 --> 01:11:15,730 AGAIN THAT WOULD FIT THE DATA 1961 01:11:15,730 --> 01:11:17,799 AND QUESTION YOU'RE TRYING TO 1962 01:11:17,799 --> 01:11:22,837 ASK, AND SO, WONDERING IF THERE 1963 01:11:22,837 --> 01:11:24,338 ARE THOUGHTS ON WHEN EITHER OF 1964 01:11:24,338 --> 01:11:28,876 THESE APPROACHES MIGHT BE MOST 1965 01:11:28,876 --> 01:11:29,544 APPROPRIATE. 1966 01:11:29,544 --> 01:11:30,545 NI THINK THAT'S A GREAT QUESTION 1967 01:11:30,545 --> 01:11:32,213 AND I DON'T THINK THAT WE HAVE A 1968 01:11:32,213 --> 01:11:33,081 CLEAR ANSWER. 1969 01:11:33,081 --> 01:11:35,716 I FEEL LIKE IN MANY OF OUR 1970 01:11:35,716 --> 01:11:39,487 STUDIES, WE KIND OF CALCULATE 1971 01:11:39,487 --> 01:11:41,923 BOTH AND TRY TO FIGURE OUT WHICH 1972 01:11:41,923 --> 01:11:46,928 BETTER REFLECTS OR WHICH BETTER 1973 01:11:46,928 --> 01:11:47,728 MATCHES OUR MONOLINGUAL SAMPLE 1974 01:11:47,728 --> 01:11:49,097 BUT I THINK IT'S DEFINITELY 1975 01:11:49,097 --> 01:11:50,765 SOMETHING WE NEED TO COME TO 1976 01:11:50,765 --> 01:11:56,671 CONSENSUS ON ESPECIALLY IN THESE 1977 01:11:56,671 --> 01:11:57,805 EARLY YEARS. 1978 01:11:57,805 --> 01:11:59,774 >> HELLO, COULD I HOP IN, THIS 1979 01:11:59,774 --> 01:12:01,909 IS LISA HUNTER AGAIN, I'M ON 1980 01:12:01,909 --> 01:12:02,443 VIDEO. 1981 01:12:02,443 --> 01:12:05,279 THERE WAS A REALLY INTERESTING 1982 01:12:05,279 --> 01:12:06,781 QUESTION BY BRIAN Mc LENOIRY 1983 01:12:06,781 --> 01:12:09,317 IN LINE WITH THAT LAURA WAS 1984 01:12:09,317 --> 01:12:10,651 SAYING ABOUT CATCHING UP FOR 1985 01:12:10,651 --> 01:12:12,186 LATE TALKERS THAT A MAJOR GOAL 1986 01:12:12,186 --> 01:12:15,189 MIGHT BE TO REALLY FOCUS ON 1987 01:12:15,189 --> 01:12:16,424 RECOVERY. 1988 01:12:16,424 --> 01:12:17,125 THAT'S SOMETHING WE'VE BEEN 1989 01:12:17,125 --> 01:12:18,226 THINKING A LOT IN OUR DATA 1990 01:12:18,226 --> 01:12:22,096 BECAUSE WE HAVE A RELATIVELY 1991 01:12:22,096 --> 01:12:24,799 SMALL SAMPLE COMPARED TO THESE 1992 01:12:24,799 --> 01:12:25,833 LARGER EPIDEMIOLOGIC STUDIES BUT 1993 01:12:25,833 --> 01:12:27,135 DENSE DATA COLLECTION WHICH IS 1994 01:12:27,135 --> 01:12:30,171 SOMETHING THAT HE MENTIONED 1995 01:12:30,171 --> 01:12:30,972 ESPECIALENTIALLY DEMOGRAPHIC 1996 01:12:30,972 --> 01:12:31,405 INFORMATION. 1997 01:12:31,405 --> 01:12:33,641 I'D LIE LOAF TO HEAR WHAT PANEL 1998 01:12:33,641 --> 01:12:35,610 -- I'D LOVE TO HEAR WHAT 1999 01:12:35,610 --> 01:12:38,279 PANELISTS THINK ABOUT THIS, 2000 01:12:38,279 --> 01:12:39,013 RECOVERY RESIL WRENS, CHILDREN 2001 01:12:39,013 --> 01:12:39,947 WHO SLEEP APNEA AND OBESITYEM TO 2002 01:12:39,947 --> 01:12:42,016 CATCH UP AND COME BACK, AND WE 2003 01:12:42,016 --> 01:12:44,318 COME UP TO MOTHER'S EDUCATIONAL 2004 01:12:44,318 --> 01:12:46,487 LEVEL, WHICH SEEMS TO BE A 2005 01:12:46,487 --> 01:12:47,889 MAGICAL BULLET OR PILL OR AND 2006 01:12:47,889 --> 01:12:50,191 WE'RE SEEING THAT IN THE 2007 01:12:50,191 --> 01:12:51,492 PREMATURE DATA AND EVEN IN THE 2008 01:12:51,492 --> 01:12:53,828 CHILDREN WITH HEARING LOSS, 2009 01:12:53,828 --> 01:12:55,897 MOTHER'S EDUCATION, THERE'S 2010 01:12:55,897 --> 01:12:57,131 SOMETHING VERY IMPORTANT THERE 2011 01:12:57,131 --> 01:12:58,766 HAPPENING IN THE ENVIRONMENT SO 2012 01:12:58,766 --> 01:13:00,535 JUST CURIOUS ABOUT WHAT THE 2013 01:13:00,535 --> 01:13:04,038 PANELISTS THINK ABOUT MEASURING 2014 01:13:04,038 --> 01:13:04,906 THOSE FACTORS. 2015 01:13:04,906 --> 01:13:07,909 >> YEAH, VIRGINIA DO YOU MIND? 2016 01:13:07,909 --> 01:13:08,843 >> GO FOR IT. 2017 01:13:08,843 --> 01:13:11,412 NTHIS 2018 01:13:11,412 --> 01:13:11,612 N-- 2019 01:13:11,612 --> 01:13:14,782 >> THIS IS WHAT OUR CURRENT RO-1 2020 01:13:14,782 --> 01:13:16,851 AND SUPPLEMENT IS TALK FOR, 2021 01:13:16,851 --> 01:13:18,286 WHICH IS LINKING SOC QUO 2022 01:13:18,286 --> 01:13:21,389 ECONOMIC STATUS TO LANGUAGE OR 2023 01:13:21,389 --> 01:13:23,124 TRAJECTORIES RISKS FOR LATE 2024 01:13:23,124 --> 01:13:24,992 TALKERS, THEY'RE JUST USING 2025 01:13:24,992 --> 01:13:27,929 THESE PROXY VARIABLES FOR LIKE 2026 01:13:27,929 --> 01:13:28,362 [INDISCERNIBLE]. 2027 01:13:28,362 --> 01:13:29,830 AND SO WHAT WE'VE BEEN TRYING TO 2028 01:13:29,830 --> 01:13:33,367 DO IS UNPACK WHAT IS IT ABOUT 2029 01:13:33,367 --> 01:13:37,138 LIVING IN A HOME EXPERIENCING 2030 01:13:37,138 --> 01:13:38,773 ECONOMIC HARDSHIP LEADS TO 2031 01:13:38,773 --> 01:13:39,740 DISRUPTION IN LANGUAGE 2032 01:13:39,740 --> 01:13:40,341 DEVELOPMENT. 2033 01:13:40,341 --> 01:13:44,812 LIKE WHAT IS THE ACTUAL 2034 01:13:44,812 --> 01:13:46,781 MECHANISM THROUGH WHICH ECONOMIC 2035 01:13:46,781 --> 01:13:49,116 HARDSHIP WOULD LEAD TO ISSUES 2036 01:13:49,116 --> 01:13:49,917 WITH LANGUAGE ACQUISITION. 2037 01:13:49,917 --> 01:13:53,120 AND SO WE'RE USING THE FAMILY 2038 01:13:53,120 --> 01:13:54,956 STRESS MODEL WHICH PROPOSES 2039 01:13:54,956 --> 01:13:56,257 THERE'S 4 OR 5 DIFFERENT 2040 01:13:56,257 --> 01:13:58,526 DIMENSIONS OF THE FAMILY CONTEXT 2041 01:13:58,526 --> 01:14:03,397 THAT MIGHT BE MECHANISMS THROUH 2042 01:14:03,397 --> 01:14:04,599 WHICH LANGUAGE IS DISRUPTED AND 2043 01:14:04,599 --> 01:14:08,903 YOU KNOW I MEAN BASICALLY ALL 2044 01:14:08,903 --> 01:14:11,872 PATHS LEAD TO LARGELY A 2045 01:14:11,872 --> 01:14:13,107 DISRUPTION AND CAREGIVER CHILD 2046 01:14:13,107 --> 01:14:14,875 INTERACTION BUT IT IS WHAT IS 2047 01:14:14,875 --> 01:14:15,910 BRINGING ABOUT THAT DISRUPTION 2048 01:14:15,910 --> 01:14:21,415 AND YOU KNOW A LOT OF IT IS 2049 01:14:21,415 --> 01:14:22,283 TOXIC STRESS IN THE ENVIRONMENT 2050 01:14:22,283 --> 01:14:25,820 THAT NONE OF US AS MIDDLE CLASS 2051 01:14:25,820 --> 01:14:27,188 RESEARCHERS CAN TRULY COMPREHEND 2052 01:14:27,188 --> 01:14:35,396 REALLY BUT YOU HAVE THIS STRESS, 2053 01:14:35,396 --> 01:14:36,964 STRIFE, INTENTION, CONFLICT IN 2054 01:14:36,964 --> 01:14:38,199 THE HOUSEHOLD ENVIRONMENT 2055 01:14:38,199 --> 01:14:39,634 BROUGHT ABOUT BY ECONOMIC 2056 01:14:39,634 --> 01:14:41,969 HARDSHIP THAT THEN IS DISRUPTING 2057 01:14:41,969 --> 01:14:43,404 PARENTING WHICH THEN SEEMS TO BE 2058 01:14:43,404 --> 01:14:44,805 IMPACTING WHAT'S GOING ON IN THE 2059 01:14:44,805 --> 01:14:45,673 CHILD'S BRAIN. 2060 01:14:45,673 --> 01:14:51,078 I THINK KIM NOBLE'S WORK HAS 2061 01:14:51,078 --> 01:14:52,380 DONE A TERRIFIC JOB TRYING TO 2062 01:14:52,380 --> 01:14:54,348 LOOK AT WHAT IS IT ABOUT SES 2063 01:14:54,348 --> 01:14:56,317 THAT SEEMS TO BE IMPRINTING 2064 01:14:56,317 --> 01:14:58,519 ITSELF ON THE LANGUAGE 2065 01:14:58,519 --> 01:15:00,054 SUBSTRATES OF OUR NEUROBIOLOGY. 2066 01:15:00,054 --> 01:15:02,189 AND MAYBE YOU WANT TO COMMENT 2067 01:15:02,189 --> 01:15:04,592 ABOUT SOME OF THAT. 2068 01:15:04,592 --> 01:15:05,559 NYES, THANK YOU LAURA FOR THE 2069 01:15:05,559 --> 01:15:07,128 KIND WORDS AND I TOTALLY AGREE 2070 01:15:07,128 --> 01:15:08,763 WITH YOU THAT CERTAINLY THESE 2071 01:15:08,763 --> 01:15:10,765 DISTAL FACTORS ARE CERTAINLY 2072 01:15:10,765 --> 01:15:11,832 MULTIFACTORIAL PATHWAYS TO THE 2073 01:15:11,832 --> 01:15:14,402 OUTCOMES WE CARE ABOUT EMPLOY I 2074 01:15:14,402 --> 01:15:17,705 WOULD BE INTERESTED IN HEARING 2075 01:15:17,705 --> 01:15:18,773 ABOUT WHAT YOU THOUGHT ABOUT 2076 01:15:18,773 --> 01:15:20,241 STRESS TO THE HOME LANGUAGE 2077 01:15:20,241 --> 01:15:21,609 ENVIRONMENT, WE LIKELY THOUGHT 2078 01:15:21,609 --> 01:15:23,377 THAT WAS 1 PATHWAY TO LANGUAGE 2079 01:15:23,377 --> 01:15:24,545 OUTCOMES AND 3 DIFFERENT 2080 01:15:24,545 --> 01:15:26,013 INDEPENDENT SAMPLES, WE CONSIST 2081 01:15:26,013 --> 01:15:28,983 EPTLY FOUND NO ASSOCIATIONS 2082 01:15:28,983 --> 01:15:31,218 BETWEEN MOMS REPORTED STRESS, 2083 01:15:31,218 --> 01:15:33,587 MOM'S PHYSIOLOGICAL STRESS, 2084 01:15:33,587 --> 01:15:37,124 MOM'S EXPERIENCES WITH STRESS 2085 01:15:37,124 --> 01:15:38,793 AGAIN, SELF-REPORT AND VARIOUS 2086 01:15:38,793 --> 01:15:39,860 LENA OUTCOMES, WE CAN TALK ABOUT 2087 01:15:39,860 --> 01:15:41,062 WHAT THAT MIGHT BE AND I DON'T 2088 01:15:41,062 --> 01:15:42,363 FINISH WE HAVE TIME TO GO INTO 2089 01:15:42,363 --> 01:15:47,868 YOUR DATA IF YOU WANT TO BUT I 2090 01:15:47,868 --> 01:15:49,503 WOULD BE CURIOUS TO HEAR IF YOU 2091 01:15:49,503 --> 01:15:50,871 ARE SEEING SOMETHING DIFFERENT. 2092 01:15:50,871 --> 01:15:52,840 >> WELL, THE ONLY THING I WILL 2093 01:15:52,840 --> 01:15:55,710 GOING SOPHISTICATED SAY IS WE 2094 01:15:55,710 --> 01:15:57,545 HAVE TO BE SO CAUTIOUS ABOUT 2095 01:15:57,545 --> 01:15:59,580 TALKING ABOUT LOW INCOME 2096 01:15:59,580 --> 01:16:00,314 FAMILIES MONOLITHICALLY BECAUSE 2097 01:16:00,314 --> 01:16:03,250 LIKE ON PAPER, WE HAVE A LARGE 2098 01:16:03,250 --> 01:16:04,685 SAMPLE OF ABOUT 350 MOMS WHO HAD 2099 01:16:04,685 --> 01:16:07,922 BABIES AND THEY WERE LIVING IN 2100 01:16:07,922 --> 01:16:10,658 REALLY POOR HOMES AND WE LOOK AT 2101 01:16:10,658 --> 01:16:12,727 MOMS WHO'S HOMES SITUATION LOOKS 2102 01:16:12,727 --> 01:16:14,261 DIRE AND THEN WE LOOK AT THE 2103 01:16:14,261 --> 01:16:16,831 REPORTS ON STRESS AND THEY'RE 2104 01:16:16,831 --> 01:16:17,732 LIKE, WE'RE HAPPY. 2105 01:16:17,732 --> 01:16:19,367 WE'RE NOT STRESSED AT ALL. 2106 01:16:19,367 --> 01:16:23,104 SO THERE'S SOMETHING WEIRD ABOUT 2107 01:16:23,104 --> 01:16:26,540 STRESS, WELL, LIKE ALL OF US IN 2108 01:16:26,540 --> 01:16:28,943 OUR LIVES SOME OF US MANIFEST 2109 01:16:28,943 --> 01:16:32,780 STRESS DIFFERENTLY THAN OTHERS. 2110 01:16:32,780 --> 01:16:33,881 NI LOVE THAT POINT AND LOOKING 2111 01:16:33,881 --> 01:16:36,083 AT THE TIME, I WANT TO MAKE SURE 2112 01:16:36,083 --> 01:16:37,952 WE SPEND A LITTLE BIT OF TIME ON 2113 01:16:37,952 --> 01:16:40,488 OUR LAST SORT OF TOPIC FOR THIS 2114 01:16:40,488 --> 01:16:41,789 DISCUSSION WHICH IS ABOUT YOU 2115 01:16:41,789 --> 01:16:44,091 KNOW THE NITTY-GRITTY 2116 01:16:44,091 --> 01:16:45,259 RECRUITMENT, RETENTION BUT 2117 01:16:45,259 --> 01:16:47,328 REALLY ABOUT REPRESENTATION AND 2118 01:16:47,328 --> 01:16:49,830 THESE LONGITUDINAL SAMPLES AND 2119 01:16:49,830 --> 01:16:50,698 NOT THINKING ABOUT ANY GROUP 2120 01:16:50,698 --> 01:16:53,000 WE'RE LOOKING AT AS A MONOLITHIC 2121 01:16:53,000 --> 01:16:53,634 GROUP LOOKING AT INDIVIDUAL 2122 01:16:53,634 --> 01:16:55,703 DIFFERENCES AND I THINK A COUPLE 2123 01:16:55,703 --> 01:16:56,804 OF DIFFERENT WAYS HAVE BEEN 2124 01:16:56,804 --> 01:17:01,008 RAISED BOTH IN TERMS OF OUR 2125 01:17:01,008 --> 01:17:02,243 DISCUSSION OF BILINGUAL 2126 01:17:02,243 --> 01:17:04,912 POPULATION, SOMEONE IN THE Q&A 2127 01:17:04,912 --> 01:17:07,348 RAISED THAT WE TALKED ABOUT 2128 01:17:07,348 --> 01:17:08,716 BILINGUALISM FROM A MONOLITHIC 2129 01:17:08,716 --> 01:17:10,851 PERSPECTIVE WHICH IS I THINK IS 2130 01:17:10,851 --> 01:17:12,286 PROBABLY PRETTY TRUE AND 2131 01:17:12,286 --> 01:17:13,220 CERTAINLY REPRESENTATIVE OF THE 2132 01:17:13,220 --> 01:17:17,391 MEASURES WE HAVE AVAILABLE TO US 2133 01:17:17,391 --> 01:17:17,658 CURRENTLY. 2134 01:17:17,658 --> 01:17:20,027 BUT ALSO IN TERMS OF YOU KNOW 2135 01:17:20,027 --> 01:17:23,097 JUST THE DIFFERENT -- THE 2136 01:17:23,097 --> 01:17:24,131 DIFFERENT SOCIOLOGICAL 2137 01:17:24,131 --> 01:17:24,965 DEMOGRAPHIC CULTURAL BACKGROUNDS 2138 01:17:24,965 --> 01:17:25,833 THAT OUR FAMILIES ARE BRINGING 2139 01:17:25,833 --> 01:17:29,370 TO THE TABLE AND SO I KNOW KIM, 2140 01:17:29,370 --> 01:17:31,539 MAYBE YOU WANT TO BUILD ON THIS 2141 01:17:31,539 --> 01:17:33,340 CONVERSATION A LITTLE BIT. 2142 01:17:33,340 --> 01:17:35,176 >> YEAH, HAPPY TO, THANK YOU 2143 01:17:35,176 --> 01:17:36,477 VIRGINIA FOR RAISING THIS 2144 01:17:36,477 --> 01:17:36,844 IMPORTANT POINT. 2145 01:17:36,844 --> 01:17:37,912 SO I DO HAVE A FEW THOUGHTS AND 2146 01:17:37,912 --> 01:17:39,013 I THINK THERE ARE IMPORTANT 2147 01:17:39,013 --> 01:17:40,381 THINGS WE NEED TO TAKE INTO 2148 01:17:40,381 --> 01:17:42,383 ACCOUNT FROM THE VERY START OF 2149 01:17:42,383 --> 01:17:44,018 DESIGNING STUDIES, OF HIRING UP 2150 01:17:44,018 --> 01:17:47,221 OUR RESEARCH STAFF, AND RESEARCH 2151 01:17:47,221 --> 01:17:47,455 TEAMS. 2152 01:17:47,455 --> 01:17:48,756 YOU KNOW, OVER THE YEARS THEY 2153 01:17:48,756 --> 01:17:50,858 BECOME MORE AND MORE CONVINCED 2154 01:17:50,858 --> 01:17:54,829 IT'S REALLY JUST FUNDAMENTALLY 2155 01:17:54,829 --> 01:17:56,530 CRITICAL TO HIRE FAMILY BASING 2156 01:17:56,530 --> 01:17:57,932 RESEARCH STAFF WHO ARE VERY 2157 01:17:57,932 --> 01:18:01,469 SIMILAR IN TERMS OF THE RACIAL 2158 01:18:01,469 --> 01:18:03,737 ETHNIC TOOL OF OF OUR 2159 01:18:03,737 --> 01:18:06,307 BACKGROUNDS OF OUR PARTICIPANTS 2160 01:18:06,307 --> 01:18:08,275 IDEALLY RECRUITED FROM OUR 2161 01:18:08,275 --> 01:18:09,210 PARTICIPANTS COMMUNITIES, I 2162 01:18:09,210 --> 01:18:10,411 THINK IT'S ALSO REALLY IMPORTANT 2163 01:18:10,411 --> 01:18:12,012 TO INCLUDE THAT RESEARCH STAFF 2164 01:18:12,012 --> 01:18:13,547 AND OTHER COMMUNITY MEMBERS AND 2165 01:18:13,547 --> 01:18:14,682 FOCUS GROUPS AND OTHER 2166 01:18:14,682 --> 01:18:16,417 CONVERSATIONS ABOUT RESEARCH 2167 01:18:16,417 --> 01:18:19,220 PLANS TO REALLY GAUGE AND INSURE 2168 01:18:19,220 --> 01:18:22,790 THE CULTURAL APPROPRIATENESS OF 2169 01:18:22,790 --> 01:18:24,792 OUR RESEARCH DESIGN AS A WHITE 2170 01:18:24,792 --> 01:18:25,659 PROFESSOR LIVING IN NEW YORK 2171 01:18:25,659 --> 01:18:27,394 CITY, THERE'S ONLY SO MUCH I CAN 2172 01:18:27,394 --> 01:18:28,796 DO WITH THE BEST OF 2173 01:18:28,796 --> 01:18:31,298 INTENTIONINGS ON MY OWN AND WITH 2174 01:18:31,298 --> 01:18:32,299 MY COLLABORATORS, RIGHT? 2175 01:18:32,299 --> 01:18:35,503 SO IT'S REALLY JUST CRITICAL TO 2176 01:18:35,503 --> 01:18:37,605 REALLY GET THE VOICES OF PEOPLE 2177 01:18:37,605 --> 01:18:40,875 IN THE COMMUNITY TO HELP US 2178 01:18:40,875 --> 01:18:42,042 UNDERSTAND HOW THEY WOULD 2179 01:18:42,042 --> 01:18:43,210 PERCEIVE, WHAT WE MIGHT THINK IS 2180 01:18:43,210 --> 01:18:44,945 A GREAT IDEA AND WHAT THEY MIGHT 2181 01:18:44,945 --> 01:18:47,381 THINK IS MAYBE NOT SUCH A GOOD 2182 01:18:47,381 --> 01:18:47,615 IDEA. 2183 01:18:47,615 --> 01:18:49,283 ALSO, YOU KNOW I THINK IT'S 2184 01:18:49,283 --> 01:18:51,785 REALLY IMPORTANT IN TERPS OF 2185 01:18:51,785 --> 01:18:52,720 RECRUITMENT AND RETENTION TO 2186 01:18:52,720 --> 01:18:57,725 BUILDING TRUST WITH OUR FAMILIES 2187 01:18:57,725 --> 01:19:01,495 THAT, YOU KNOW, WE ARE NOT UP TO 2188 01:19:01,495 --> 01:19:06,200 -- WE DON'T HAVE NEFARIOUS 2189 01:19:06,200 --> 01:19:08,469 INTENTIONS AND WE'VE FOUND THAT 2190 01:19:08,469 --> 01:19:10,404 WHEN FAMILIES REALLY FORM A BOND 2191 01:19:10,404 --> 01:19:11,572 WITH RESEARCH STAFF THEY'RE MUCH 2192 01:19:11,572 --> 01:19:13,407 MORE LIKELY TO ENGAGE 2193 01:19:13,407 --> 01:19:14,475 LONGITUDINALLY AND THEN THERE'S 2194 01:19:14,475 --> 01:19:15,910 OTHER CONSIDERATIONS IN TERMS OF 2195 01:19:15,910 --> 01:19:19,547 REALLY TRYING TO WORK HARD TO 2196 01:19:19,547 --> 01:19:24,418 MAKE RESEARCH STUDIES ESPECIALLY 2197 01:19:24,418 --> 01:19:26,954 LONGITUDINAL STUDIES AND 2198 01:19:26,954 --> 01:19:27,888 PROVIDING PAID TRANSPORTATION TO 2199 01:19:27,888 --> 01:19:35,563 THE LAB, NOT JUST REIMBURSEMENT 2200 01:19:35,563 --> 01:19:38,766 BUT SENDING A CAR TO THE HOME 2201 01:19:38,766 --> 01:19:40,534 FOR THE FAMILY FOR YOUNGER 2202 01:19:40,534 --> 01:19:42,503 CHILDREN, PROVIDING A MEAL, 2203 01:19:42,503 --> 01:19:44,738 PROVIDING HELP FOR SIBLINGS, AND 2204 01:19:44,738 --> 01:19:47,174 THERE ARE SOME PEOPLE WHO MIGHT 2205 01:19:47,174 --> 01:19:48,709 NOT BE COMFATTERRABLE TO A LAB 2206 01:19:48,709 --> 01:19:51,111 BASED SETTING AND ALSO MIGHT NOT 2207 01:19:51,111 --> 01:19:52,413 BE COMFORTABLE COMING INTO THEIR 2208 01:19:52,413 --> 01:19:55,049 HOME SO HAVING A THIRD OPTION OR 2209 01:19:55,049 --> 01:19:56,417 SOMETHING SIMILAR, SORT OF A 2210 01:19:56,417 --> 01:19:58,619 NEUTRAL PLACE WHERE WE CAN MEET 2211 01:19:58,619 --> 01:20:01,155 IN A QUIET ENVIRONMENT WHERE WE 2212 01:20:01,155 --> 01:20:04,291 CAN FEASIBLY CONDUCT MOST OF OUR 2213 01:20:04,291 --> 01:20:06,727 ASSESSMENTS, BUT, HAVING IT IN 2214 01:20:06,727 --> 01:20:07,428 SOME NEUTRAL TERRITORY, SO THOSE 2215 01:20:07,428 --> 01:20:11,465 ARE SOME OF THE WAYS WE TRY TO 2216 01:20:11,465 --> 01:20:13,334 REALLY THINK ABOUT REDUCING 2217 01:20:13,334 --> 01:20:21,442 BARRIERS FOR PARTICIPATION IN 2218 01:20:21,442 --> 01:20:22,176 OUR RESEARCH. 2219 01:20:22,176 --> 01:20:23,911 >> I'M WONDERING, KIM IF YOU ON 2220 01:20:23,911 --> 01:20:25,646 THE PANEL OR ANY OF THE OTHER 2221 01:20:25,646 --> 01:20:27,681 SPEAKERS CAN SPEAK TO SUCCESS 2222 01:20:27,681 --> 01:20:27,948 STORIES. 2223 01:20:27,948 --> 01:20:31,919 YOUA -- YOU RAISED A LOT OF 2224 01:20:31,919 --> 01:20:34,321 GREAT THINGS AND YOU'RE TRYING 2225 01:20:34,321 --> 01:20:35,189 TO INCORPORATE, AND I'M 2226 01:20:35,189 --> 01:20:36,557 WONDERING IF YOU HAVE A SENSE OF 2227 01:20:36,557 --> 01:20:38,025 FEEDBACK FROM THE PARTICIPANTS 2228 01:20:38,025 --> 01:20:40,594 IN YOUR STUDIES OF WHAT HAS 2229 01:20:40,594 --> 01:20:43,530 REALLY RESONATED IF ARE THEM AND 2230 01:20:43,530 --> 01:20:44,932 1 THING THAT YOU RAISE THAT I 2231 01:20:44,932 --> 01:20:46,400 WOULD LOVE TO EXPAND UPON A 2232 01:20:46,400 --> 01:20:48,702 LITTLE BIT, TOO, IS THIS IDEA OF 2233 01:20:48,702 --> 01:20:50,971 ARE THE QUESTIONS THAT WE'RE 2234 01:20:50,971 --> 01:20:55,442 ASKING 1S THAT ARE RESONATING 2235 01:20:55,442 --> 01:20:58,579 WITH THEM, RIGHT? 2236 01:20:58,579 --> 01:21:01,215 >> I'M HAPPY TO SHARE MAYBE NOT 2237 01:21:01,215 --> 01:21:02,983 SUCH A SUCCESS STORY BY LESSONS 2238 01:21:02,983 --> 01:21:05,019 LEARNED IS WHAT I'M HOPING IS A 2239 01:21:05,019 --> 01:21:06,086 BETTER SUCCESS STORY. 2240 01:21:06,086 --> 01:21:12,126 SO IN 1 OF OUR STUDIES, THE 2241 01:21:12,126 --> 01:21:15,195 MULTISITE NATIONAL STUDY, 2242 01:21:15,195 --> 01:21:16,597 INVOLVING UNCONDITIONAL CASH 2243 01:21:16,597 --> 01:21:20,334 TRANSFERS GIVEN OUT TO LOW 2244 01:21:20,334 --> 01:21:21,201 INCOME FAMILIES, AND 1 OF THE 2245 01:21:21,201 --> 01:21:23,070 THINGS WE WANTED TO MEASURE WAS 2246 01:21:23,070 --> 01:21:23,904 PHYSIOLOGICAL STRESS AND WE 2247 01:21:23,904 --> 01:21:26,073 THOUGHT, WELL IT WOULD BE SO 2248 01:21:26,073 --> 01:21:29,276 MUCH EASIER TO COLLECT CORTISOL 2249 01:21:29,276 --> 01:21:31,278 SAMPLES THROUGH HAIR THAN 2250 01:21:31,278 --> 01:21:32,813 SALIVA, BECAUSE YOU CAN GET 1 2251 01:21:32,813 --> 01:21:34,682 AND DONE MEASURE OF HAIR, IT'S A 2252 01:21:34,682 --> 01:21:35,516 SMALL SAMPLE, YOU TAKE IT FROM 2253 01:21:35,516 --> 01:21:37,618 THE BACK OF THE HEAD, NO 1 WILL 2254 01:21:37,618 --> 01:21:39,386 NOTICE IT, YOU DON'T HAVE TO 2255 01:21:39,386 --> 01:21:40,587 WORRY ABOUT VARIATIONS OR 2256 01:21:40,587 --> 01:21:41,388 MULTIPLE MEASUREMENTS OVER TIME, 2257 01:21:41,388 --> 01:21:45,959 WE HAVE DONE IT BEFORE IN OUR 2258 01:21:45,959 --> 01:21:50,230 LAB WITHOUT MUCH DIFFICULTY, AND 2259 01:21:50,230 --> 01:21:52,299 WHAT WE REALLY ARE ASHAMED TO 2260 01:21:52,299 --> 01:21:54,468 SAY, WE DIDN'T TAKE INTO ACCOUNT 2261 01:21:54,468 --> 01:21:55,669 ARE DIFFERENT CULTURAL 2262 01:21:55,669 --> 01:21:56,470 CONSIDERATIONS AROUND HAIR 2263 01:21:56,470 --> 01:21:57,471 COLLECTION, SO YOU KNOW SOMEONE 2264 01:21:57,471 --> 01:21:59,006 WANTS TO TAKE A SAMPLE OF MY 2265 01:21:59,006 --> 01:22:00,507 HAIR, MY KIDS HAIR, YOU KNOW AS 2266 01:22:00,507 --> 01:22:04,812 LONG AS YOU'RE NOT GOING TO 2267 01:22:04,812 --> 01:22:07,681 NOTICE IT, I DON'T HOLD A 2268 01:22:07,681 --> 01:22:10,818 PARTICULAR -- THERE'S NO 2269 01:22:10,818 --> 01:22:11,952 PARTICULAR CULTURAL STRENGTH TO 2270 01:22:11,952 --> 01:22:14,221 TAKING A LITTLE BIT OF MY HAIR 2271 01:22:14,221 --> 01:22:15,856 AND WE HAD PREVIOUSLY COLLECTED 2272 01:22:15,856 --> 01:22:20,294 HAIR FROM LATINO FAMILIES OF A 2273 01:22:20,294 --> 01:22:21,495 NUMBER OF DIFFERENT ORIGINS IN 2274 01:22:21,495 --> 01:22:24,498 MY LAB AND AGAIN, IT WAS PRETTY 2275 01:22:24,498 --> 01:22:27,167 MUCH -- WE WERE DOING IT PRETTY 2276 01:22:27,167 --> 01:22:31,238 SUCCESSFULLY AND WHAT WE HAD 2277 01:22:31,238 --> 01:22:33,307 TOOK A REAL BLIND SPOT ABOUT, 2278 01:22:33,307 --> 01:22:36,610 NOT REALIZING WAS THAT IN MANY 2279 01:22:36,610 --> 01:22:38,479 BLACK OPPORTUNITIES, HAIR IS A 2280 01:22:38,479 --> 01:22:43,350 CULTURAL TOUCH STONE AND I DON'T 2281 01:22:43,350 --> 01:22:46,086 -- WELL, SO, SO I THINK ASKING A 2282 01:22:46,086 --> 01:22:47,888 FAMILY TO TAKE A HAIR SAMPLE WAS 2283 01:22:47,888 --> 01:22:49,523 A MUCH MORE PERSONAL AND 2284 01:22:49,523 --> 01:22:50,924 INVASIVE REQUEST THAT IS THAN WE 2285 01:22:50,924 --> 01:22:52,826 HAD REALIZED WE WERE DOING AND 2286 01:22:52,826 --> 01:22:55,562 SO WE WERE GETTING MUCH LOW ARE 2287 01:22:55,562 --> 01:22:59,032 BUY-IN THIS OUR NEW ORLEANS SEA 2288 01:22:59,032 --> 01:22:59,533 WHICH WAS PREDOMINANTLY 2289 01:22:59,533 --> 01:23:01,769 COMPRISED OF PLAQUE FAMILIES AND 2290 01:23:01,769 --> 01:23:04,505 -- BLACK FAMILIES AND WE HAD 2291 01:23:04,505 --> 01:23:05,506 HIRED MOSTLY BLACK RESEARCH 2292 01:23:05,506 --> 01:23:06,640 ASSISTANTS WHO WERE IN THE 2293 01:23:06,640 --> 01:23:07,708 COMMUNITY AND SO WE THOUGHT WE 2294 01:23:07,708 --> 01:23:10,978 HAD DONE A GOOD JOB THERE, BUT 2295 01:23:10,978 --> 01:23:13,280 WE'RE HEARING FROM THEM THEIR 2296 01:23:13,280 --> 01:23:14,248 DISCOMFORT IN ASKING THESE 2297 01:23:14,248 --> 01:23:14,515 QUESTIONS. 2298 01:23:14,515 --> 01:23:16,483 SO I THINK HAD WE DONE A BETTER 2299 01:23:16,483 --> 01:23:20,287 JOB AT THE OUTSET, YOU KNOW 2300 01:23:20,287 --> 01:23:22,790 REALLY SOLICITING FROM OUR STAFF 2301 01:23:22,790 --> 01:23:31,198 HOW THIS ENTIRE PROTOCOL IS A 2302 01:23:31,198 --> 01:23:32,733 SOLUTION, SO WE ENDED UP 2303 01:23:32,733 --> 01:23:34,134 DROPPING THAT MEASURE IN THE 2304 01:23:34,134 --> 01:23:36,937 COLLECTION NOW, A COUPLE YEARS 2305 01:23:36,937 --> 01:23:38,338 LATER, WE'RE COLLECTING NAIL 2306 01:23:38,338 --> 01:23:41,542 SAMPLES FROM THE CHILDREN. 2307 01:23:41,542 --> 01:23:43,143 SO, NAILS, YOU KNOW PEOPLE ARE 2308 01:23:43,143 --> 01:23:45,479 MUCH MORE OPEN TO HAVING US CLIP 2309 01:23:45,479 --> 01:23:46,280 THEIR NAILS, THEY ACTUALLY ASK 2310 01:23:46,280 --> 01:23:48,715 THE MOM TO CLIP THE CHILD'S 2311 01:23:48,715 --> 01:23:49,683 NAILS, SOMETHING FOR THE MOST 2312 01:23:49,683 --> 01:23:51,985 PART THEY DO AT HOME ANYWAY AND 2313 01:23:51,985 --> 01:23:53,187 WE'RE GERONTOLOGYSTSING A 2314 01:23:53,187 --> 01:23:54,588 SIMILAR MEASURE, A LITTLE BIT 2315 01:23:54,588 --> 01:23:55,856 LESS RESEARCH BASE BEHIND IT BUT 2316 01:23:55,856 --> 01:23:57,958 WE'RE IMETTING A VERY SIMILAR 2317 01:23:57,958 --> 01:23:58,992 MEASURE OF PHYSIOLOGICAL STRESS 2318 01:23:58,992 --> 01:24:03,096 THAT IS MUCH LESS CULTURALLY 2319 01:24:03,096 --> 01:24:03,463 FRAUGHT. 2320 01:24:03,463 --> 01:24:04,665 SO SEE WHAT OUR ULTIMATE 2321 01:24:04,665 --> 01:24:06,033 RESPONSE RATES ARE BUT IT'S 2322 01:24:06,033 --> 01:24:12,439 CERTAINLY A LESSON LEARNED FROM 2323 01:24:12,439 --> 01:24:13,307 THE FIELD. 2324 01:24:13,307 --> 01:24:14,908 >> THANKS FOR SHARING THAT. 2325 01:24:14,908 --> 01:24:16,310 IT'S A GREAT CONCRETE EXAMPLE OF 2326 01:24:16,310 --> 01:24:18,512 NEEDING TO HAVE AND THIS IS A 2327 01:24:18,512 --> 01:24:19,947 MOVE THAT NIH HAS TAKEN BROADLY 2328 01:24:19,947 --> 01:24:21,949 BUT I THINK ALSO THE SCIENTIFIC 2329 01:24:21,949 --> 01:24:23,750 FIELD IS -- SHOULD BE APPLAUDED 2330 01:24:23,750 --> 01:24:26,553 FOR THE MOVES THAT WE'RE ALL 2331 01:24:26,553 --> 01:24:28,722 MAKING COLLECTIVELY TO INSURE 2332 01:24:28,722 --> 01:24:31,491 REPRESENTATION OF THE RESEARCH 2333 01:24:31,491 --> 01:24:33,327 TEAMS AND ENGAGEMENT WITH THE 2334 01:24:33,327 --> 01:24:35,128 COMMUNITIES THROUGHOUT ALL 2335 01:24:35,128 --> 01:24:36,129 PHASES, RIGHT? 2336 01:24:36,129 --> 01:24:37,531 YOU'RE SAYING, WE DID OKAY IN 1 2337 01:24:37,531 --> 01:24:38,832 PHASE OF THIS, BUT WE SHOULD 2338 01:24:38,832 --> 01:24:42,569 HAVE BEEN DOING THIS MUCH 2339 01:24:42,569 --> 01:24:44,104 EARLIER ON AT THE PHASE OF 2340 01:24:44,104 --> 01:24:45,272 CONCEPTION WHEN WE THINK ABOUT 2341 01:24:45,272 --> 01:24:47,474 THE QUESTIONS WE'RE ASKING AND 2342 01:24:47,474 --> 01:24:48,408 THE MEASURES WE'RE BRINGING. 2343 01:24:48,408 --> 01:24:49,843 JENNIFER I SAW YOU COME ON 2344 01:24:49,843 --> 01:24:50,911 CAMERA, DID YOU HAVE SOMETHING 2345 01:24:50,911 --> 01:24:52,679 YOU WANTED TO ADD? 2346 01:24:52,679 --> 01:24:56,650 >> YEAH, I WANTED TO MENTION A 2347 01:24:56,650 --> 01:24:58,385 LITTLE BIT SOME SOURCES OF BOTH 2348 01:24:58,385 --> 01:25:05,392 DATA AND SOME OF THESE 2349 01:25:05,392 --> 01:25:06,894 STRATEGIES, TO MAYBE, I DON'T 2350 01:25:06,894 --> 01:25:10,297 KNOW HOW MUCH PEOPLE HAVE LOOKED 2351 01:25:10,297 --> 01:25:14,835 AT THE ONGOING HEALTHY BRAIN AND 2352 01:25:14,835 --> 01:25:15,602 CHILD DEVELOPMENT STUDY THAT'S 2353 01:25:15,602 --> 01:25:17,104 GOING ON, I THINK THERE'S 2354 01:25:17,104 --> 01:25:20,173 PROBABLY OVERLAP ON SOME OF THE 2355 01:25:20,173 --> 01:25:21,375 FOLKS HERE, IT'S 1 OF THE OTHER 2356 01:25:21,375 --> 01:25:25,445 STUDIES I WORK ON WHERE WE'RE -- 2357 01:25:25,445 --> 01:25:28,282 SO THERE ARE 25 SITES 2358 01:25:28,282 --> 01:25:30,951 NATIONWIDE, 300 MOMS ENROLLED AT 2359 01:25:30,951 --> 01:25:33,253 EACH SITE AND LOOKING AT SPEECH 2360 01:25:33,253 --> 01:25:34,454 AND LANGUAGE IS A SMALL PART OF 2361 01:25:34,454 --> 01:25:36,123 THAT, I CAN TALK ABOUT WHAT THAT 2362 01:25:36,123 --> 01:25:38,558 IS, BUT COMING BACK TO THE 2363 01:25:38,558 --> 01:25:40,460 RECRUITMENT AND RETENTION, 2364 01:25:40,460 --> 01:25:41,461 STRATEGIES, IN OF THE THINGS 2365 01:25:41,461 --> 01:25:47,567 THAT ARE BEING DONE AS PART OF 2366 01:25:47,567 --> 01:25:48,669 THE HBCB STUDY ARE REQUIRING 2367 01:25:48,669 --> 01:25:50,604 EVERY SITE TO HAVE I COMMUNITY 2368 01:25:50,604 --> 01:25:53,507 ADVISORY BOARD AND THAT'S BEEN 2369 01:25:53,507 --> 01:25:56,209 REALLY, REALLY HELPFUL FEEDBACK 2370 01:25:56,209 --> 01:25:56,944 TO US. 2371 01:25:56,944 --> 01:25:58,011 FOR EXAMPLE, 1 OF THE THINGS 2372 01:25:58,011 --> 01:26:01,815 THAT CAME FROM OUR COMMUNITY 2373 01:26:01,815 --> 01:26:03,150 ADVISORY BOARD, SOME OF THE 2374 01:26:03,150 --> 01:26:04,484 THINGS THEY WERE MOST EXCITED 2375 01:26:04,484 --> 01:26:06,019 ABOUT WAS JUST GETTING RETURN OF 2376 01:26:06,019 --> 01:26:07,654 RESULTS FROM THE STUDY AND 2377 01:26:07,654 --> 01:26:09,690 GETTING FEEDBACK ABOUT HOW THEIR 2378 01:26:09,690 --> 01:26:11,224 CHILD WAS DOING BUT WE'RE ABLE 2379 01:26:11,224 --> 01:26:13,226 TO SHARE THEN ACROSS THE SITES, 2380 01:26:13,226 --> 01:26:14,928 DIFFERENT SUGGESTIONS THAT COME 2381 01:26:14,928 --> 01:26:18,799 FROM THE COMMUNITY ADVISORY 2382 01:26:18,799 --> 01:26:21,001 BOARDS AND CONSTANTLY ASSESSING 2383 01:26:21,001 --> 01:26:23,971 WHAT FAMILIES EXPERIENCE IS LIKE 2384 01:26:23,971 --> 01:26:25,238 IN THIS STUDY. 2385 01:26:25,238 --> 01:26:28,275 SO I WANTED TO MENTION THAT AS A 2386 01:26:28,275 --> 01:26:29,910 POSSIBLE SOURCE FOR YOU KNOW 2387 01:26:29,910 --> 01:26:31,211 SOME STRATEGIES FOR RECRUITMENT 2388 01:26:31,211 --> 01:26:32,412 AND RETENTION BECAUSE WE'RE 2389 01:26:32,412 --> 01:26:33,513 REALLY THINKING HARD ABOUT THAT 2390 01:26:33,513 --> 01:26:36,316 BECAUSE THE HOPE IS TO RETAIN 2391 01:26:36,316 --> 01:26:40,554 THE FAMILIES FOR UP TO 10 YEARS 2392 01:26:40,554 --> 01:26:42,522 AND ALSO WE'RE COLLECTING A LOT 2393 01:26:42,522 --> 01:26:45,092 OF THESE VARIABLES WE'RE 2394 01:26:45,092 --> 01:26:47,461 DISCUSSING ENCLOUDING THE CDI AS 2395 01:26:47,461 --> 01:26:50,130 PART OF THE HBCD STUDY SO I JUST 2396 01:26:50,130 --> 01:26:51,565 WANTED TO MAKE SURE THAT WAS ON 2397 01:26:51,565 --> 01:26:53,967 THE TABLE AS A RESOURCE THAT 2398 01:26:53,967 --> 01:26:55,569 PEOPLE KNOW ABOUT BECAUSE THE 2399 01:26:55,569 --> 01:27:02,075 DATA WILL ALL BE PUBLICLY 2400 01:27:02,075 --> 01:27:02,376 AVAILABLE. 2401 01:27:02,376 --> 01:27:03,377 >> WONDERFUL THANKS FOR SHARING 2402 01:27:03,377 --> 01:27:03,710 THAT. 2403 01:27:03,710 --> 01:27:05,779 AND I'M LOOKING AT THE TIME NOW 2404 01:27:05,779 --> 01:27:07,314 AND WE HAVE SO MANY MORE 2405 01:27:07,314 --> 01:27:08,715 QUESTIONS COMING IN FROM THE 2406 01:27:08,715 --> 01:27:09,683 AUDIENCE AND I JUST DON'T THINK 2407 01:27:09,683 --> 01:27:11,585 WE'RE GOING TO -- I KNOW WE'RE 2408 01:27:11,585 --> 01:27:16,823 NOT GOING TO ABE ABLE TO GET TO 2409 01:27:16,823 --> 01:27:18,792 BUT TO MY POINT OF BEING MORE 2410 01:27:18,792 --> 01:27:19,960 QUESTIONS THAT THAN ANSWERS IN 2411 01:27:19,960 --> 01:27:21,595 THE AREA OF SCIENTIFIC INQUIRY. 2412 01:27:21,595 --> 01:27:22,863 SO A LOT OF WORK TO BE DONE. 2413 01:27:22,863 --> 01:27:24,631 IF I CAN TAKE A STAB AT 2414 01:27:24,631 --> 01:27:26,700 SUMMARIZING A LOT OF WHAT WE 2415 01:27:26,700 --> 01:27:27,868 TOUCHED ON THROUGHOUT TODAY IT 2416 01:27:27,868 --> 01:27:31,204 WOULD COME DOWN TO THIS IDEA OF 2417 01:27:31,204 --> 01:27:33,774 REPRESENTATION, YOU KNOW ALL THE 2418 01:27:33,774 --> 01:27:35,308 WAY FROM MAKING SURE THAT THE 2419 01:27:35,308 --> 01:27:37,811 QUALITIES OF THE DATA REPRESENT 2420 01:27:37,811 --> 01:27:39,446 THE QUESTIONS THAT WE'RE TRYING 2421 01:27:39,446 --> 01:27:40,347 TO ASK, RIGHT? 2422 01:27:40,347 --> 01:27:43,984 WE TALK ABOUT THIS FIT BETWEEN 2423 01:27:43,984 --> 01:27:48,288 DATA AND QUESTION, 2424 01:27:48,288 --> 01:27:52,492 REPRESENTATION AND OUR RESEARCH 2425 01:27:52,492 --> 01:27:53,860 TEAMS, REPRESENTATION IN THE 2426 01:27:53,860 --> 01:27:56,730 MAKEUP OF THE KIDS THAT WE'RE 2427 01:27:56,730 --> 01:27:58,231 STUDYING, RIGHT? 2428 01:27:58,231 --> 01:27:59,633 MAKING SURE WE'RE OVERSAMPLING 2429 01:27:59,633 --> 01:28:01,268 FOR CERTAIN ASPECTS OR CERTAIN 2430 01:28:01,268 --> 01:28:02,803 QUALITIES IN KIDS TO MAKE SURE 2431 01:28:02,803 --> 01:28:04,137 WE'RE REALLY GETTING THE DEPTH 2432 01:28:04,137 --> 01:28:07,874 OF DATA WE WANT FROM DIFFERENT 2433 01:28:07,874 --> 01:28:10,811 COMMUNITIES AND DIFFERENT 2434 01:28:10,811 --> 01:28:13,647 DEVELOPMENTAL PROFILES OF KIDS. 2435 01:28:13,647 --> 01:28:15,015 THAT'S MY POOR SUMMARY, I KNOW 2436 01:28:15,015 --> 01:28:16,450 WE WILL BE ABLE TO LOOK BACK ON 2437 01:28:16,450 --> 01:28:19,152 THIS TALK AND THE RECORDING AND 2438 01:28:19,152 --> 01:28:21,655 HAVE A LOT OF GREAT TIDBITS TO 2439 01:28:21,655 --> 01:28:22,589 COME FROM THE DISCUSSION TODAY 2440 01:28:22,589 --> 01:28:24,257 SO I WANT TO THANK EVERYONE FOR 2441 01:28:24,257 --> 01:28:25,759 YOUR ENGAGEMENT BUT BEFORE I LET 2442 01:28:25,759 --> 01:28:28,428 YOU GO, I DO WANT TO DO A LITTLE 2443 01:28:28,428 --> 01:28:33,133 BIT OF WRAP UP ABOUT THE TALK 2444 01:28:33,133 --> 01:28:33,700 INITIATIVE. 2445 01:28:33,700 --> 01:28:35,836 SO LAURA, THANK YOU FOR PLUGGING 2446 01:28:35,836 --> 01:28:37,804 THIS ALREADY, THERE ARE A COUPLE 2447 01:28:37,804 --> 01:28:38,972 OF REALLY EXCITING FUNDING 2448 01:28:38,972 --> 01:28:40,340 OPPORTUNITIES THAT WE HAVE ON 2449 01:28:40,340 --> 01:28:43,677 THE STREET THAT WE HOPE THOSE IN 2450 01:28:43,677 --> 01:28:45,178 ATTENDANCE TODAY AND INTERESTED 2451 01:28:45,178 --> 01:28:47,481 IN ENGAGING IN THIS KIND OF WORK 2452 01:28:47,481 --> 01:28:49,483 WILL TAKE ADVANTAGE OF SO, IN 2453 01:28:49,483 --> 01:28:51,551 TERMS OF BUILDING ON THE THEMES 2454 01:28:51,551 --> 01:28:54,421 THAT WE HAVE ALREADY IN ACTION 2455 01:28:54,421 --> 01:28:57,858 FOR THE TALK INITIATIVE, WE HAVE 2456 01:28:57,858 --> 01:29:01,862 A 2457 01:29:01,862 --> 01:29:03,196 A PARFOR LEVERAGING DATA SETS, 2458 01:29:03,196 --> 01:29:05,499 SO IF YOU HAVE ACCESS TO 2459 01:29:05,499 --> 01:29:06,299 PARTICULARLY LONGITUDINAL DATA 2460 01:29:06,299 --> 01:29:07,367 SETS THAT INCLUDE OR ARE 2461 01:29:07,367 --> 01:29:09,536 RELEVANT TO THE DEVELOPMENT OF 2462 01:29:09,536 --> 01:29:11,671 LANGUAGE DEVELOPMENT AND LAY 2463 01:29:11,671 --> 01:29:13,874 TALKERS AND HAVE SOME UNIQUE 2464 01:29:13,874 --> 01:29:15,609 WHYEDS ABOUT HOW TO BOTH SHARE 2465 01:29:15,609 --> 01:29:18,845 AND LEVERAGE THAT DATA, PLEASE 2466 01:29:18,845 --> 01:29:19,346 CONSIDER THAT FIRST 1. 2467 01:29:19,346 --> 01:29:21,581 WE HAVE A TOPIC COMING UP IN A 2468 01:29:21,581 --> 01:29:23,216 COUPLE OF WEEKS, ANOTHER 1 OF 2469 01:29:23,216 --> 01:29:25,152 THESE WORKSHOP SERIES ON 2470 01:29:25,152 --> 01:29:28,088 INFORMATION AND TRANSLATION TO 2471 01:29:28,088 --> 01:29:29,756 PRACTICE. 2472 01:29:29,756 --> 01:29:32,192 BUT ALSO THIS IS A QUALITATIVE 2473 01:29:32,192 --> 01:29:34,628 METHOD, HEAVY EMPHASIS ON THIS 2474 01:29:34,628 --> 01:29:35,695 FUNDING OPPORTUNITY FOR REALLY 2475 01:29:35,695 --> 01:29:37,297 GETTING A BETTER UNDERSTANDING 2476 01:29:37,297 --> 01:29:39,633 OF WHAT ARE THE INFORMATION AND 2477 01:29:39,633 --> 01:29:44,004 PRACTICE NEEDS FOR PARENTS AND 2478 01:29:44,004 --> 01:29:45,872 CLINICIANS IN THOSE LATE TALKING 2479 01:29:45,872 --> 01:29:46,473 CHILDREN. 2480 01:29:46,473 --> 01:29:48,909 A BROAD CALL FOR TALK RELEVANT, 2481 01:29:48,909 --> 01:29:51,545 LATE TALKING RELEVANT RO-1 LEVEL 2482 01:29:51,545 --> 01:29:52,145 RESEARCH PROJECTS. 2483 01:29:52,145 --> 01:29:55,315 AND THEN A TALK RELATED BUT NOT 2484 01:29:55,315 --> 01:29:58,518 NECESSARILY SPECIFIC TO LATE 2485 01:29:58,518 --> 01:30:00,487 TALKERS, FUNDING OPPORTUNITY TO 2486 01:30:00,487 --> 01:30:01,955 REALLY ADVANCE BOTH THE 2487 01:30:01,955 --> 01:30:05,625 PRACTICAL TOOLS AND THE WAY THAT 2488 01:30:05,625 --> 01:30:06,459 WE CONCEPTUALIZE LANGUAGE 2489 01:30:06,459 --> 01:30:07,260 DEVELOPMENT AND THE LANGUAGE 2490 01:30:07,260 --> 01:30:09,796 ENVIRONMENT OR OTHER PREDICTERS 2491 01:30:09,796 --> 01:30:10,964 OF LANGUAGE. 2492 01:30:10,964 --> 01:30:11,398 SO ALL REALLY GREAT 2493 01:30:11,398 --> 01:30:12,499 OPPORTUNITIES AND IF YOU HAVE 2494 01:30:12,499 --> 01:30:14,901 QUESTIONS ABOUT ANY OF THEM, 2495 01:30:14,901 --> 01:30:17,671 PLEASE FEEL FREE TO REACH OUT TO 2496 01:30:17,671 --> 01:30:18,805 OUR RELEVANT PROGRAM OFFICER 2497 01:30:18,805 --> 01:30:22,008 FROM THE TALK GROUP, OUR WEBSITE 2498 01:30:22,008 --> 01:30:25,445 THERE FOR THE TALK INITIATIVE IS 2499 01:30:25,445 --> 01:30:26,680 RIGHT THERE AND THEN ON THE NEXT 2500 01:30:26,680 --> 01:30:28,648 SLIDE, WE HAVE A QR CODE THAT 2501 01:30:28,648 --> 01:30:29,983 WILLING YOU TO THE TALK 2502 01:30:29,983 --> 01:30:31,718 INITIATIVE, IF YOU GO TO THE 2503 01:30:31,718 --> 01:30:33,820 NEXT SLIDE, JUST WANT TO TAKE 1 2504 01:30:33,820 --> 01:30:35,789 LAST SECOND TO PLUG THE NEXT 2 2505 01:30:35,789 --> 01:30:37,791 SESSIONS IN THIS SERIES, SO NEXT 2506 01:30:37,791 --> 01:30:40,227 WEDNESDAY, WILL BE FOCUSING ON 2507 01:30:40,227 --> 01:30:41,294 NOVEL APPROACHES TO THE STUDY OF 2508 01:30:41,294 --> 01:30:42,829 LATE TALKERS AND THEN THE 2509 01:30:42,829 --> 01:30:43,997 FOLLOWING WEDNESDAY, WE WILL BE 2510 01:30:43,997 --> 01:30:45,865 TALKING ABOUT THIS ISSUE OF 2511 01:30:45,865 --> 01:30:47,701 TRANSLATING RESEARCH INTO 2512 01:30:47,701 --> 01:30:50,804 PRACTICE SO, PLEASE FEEL FREE TO 2513 01:30:50,804 --> 01:30:52,339 TAKE A SHOT OF THAT QR CODE AND 2514 01:30:52,339 --> 01:30:54,441 GO TO THE TALK INITIATIVE 2515 01:30:54,441 --> 01:30:56,610 WEBSITE IF YOU WANT ANYMORE 2516 01:30:56,610 --> 01:30:57,844 INFORMATION AND CONTACT 2517 01:30:57,844 --> 01:31:00,413 INFORMATION FROM ALL OF US ON 2518 01:31:00,413 --> 01:31:01,781 THE NIH SITE. 2519 01:31:01,781 --> 01:31:03,350 SO WITH THAT, THANK YOU ALL SO 2520 01:31:03,350 --> 01:31:04,751 MUCH FOR JOINING US TODAY, IT'S 2521 01:31:04,751 --> 01:31:08,188 BEEN A GREAT DISCUSSION, VERY 2522 01:31:08,188 --> 01:31:09,256 EXCITING AND WE LOOK FORWARD TO 2523 01:31:09,256 --> 01:31:19,466 SEEING YOU