Developmental Course of Language Impairments, Attention Deficits, and their Co-occurrence

语言障碍、注意力缺陷及其共现的发展过程

• 批准号: 10194457
• 负责人: SEAN M REDMOND
• 金额: $ 32.41万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-10 至 2023-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10194457
• 关键词: Address; Affect; Age; Age-Years; Area; Attention deficit hyperactivity disorder; Attentional deficit; Behavior; Behavior assessment; Behavioral; Behavioral Symptoms; Blinded; Case-Control Studies; Child; Child Behavior Checklist; Childhood; Clinical; Collection; Communication; Consensus; Data; Development; Developmental Course; Differential Diagnosis; Disease; Goals; Growth; Health; Healthcare Systems; Hyperactivity; Impulsivity; Individual; Investigation; Judgment; Language; Language Development; Language Disorders; Linguistics; Link; Matched Group; Memory; Nature; Neurodevelopmental Disorder; Outcome; Participant; Pharmacology; Positioning Attribute; Procedures; Public Health; Reporting; Reproducibility; Research; Risk; Risk Factors; Schedule; Secondary Prevention; Siblings; Source; Standardization; Students; Symptoms; Syndrome; Theoretical model; Translating; Vocabulary; clinical practice; comorbidity; executive function; inattention; indexing; innovation; intervention effect; language impairment; preadolescence; protective factors; sex; specific language impairment; syntax; temporal measurement

Project Summary/Abstract Both language impairments and attention deficits represent relatively common neurodevelopmental disorders. Some reports indicate further that these two commons disorders might frequently co-occur as well. Accounts for why language impairments and attention deficits occur at elevated rates have been largely speculative and limited to data derived from case-control studies, leaving the nature and directions of association unknown. It is also unclear whether co-occurring language impairment and attention deficit represents a different form or separate sub-type of language disorder. The proposed study addresses these gaps by conducting parallel investigations of language growth and behavioral symptom progressions in children with specific language impairment (SLI), attention-deficit/hyperactivity disorder (ADHD), ADHD+SLI, and typical development (TD) over a 4 year period (initial age: 7- 8-years). The specific aims of the project are (1) to determine if there are significant differences between initial groups in their vocabulary, verbal memory, and syntactic growth trajectories. (2): to determine if there are significant differences between groups in their ADHD and executive function symptom progressions. (3): to determine if there are significant group differences in linguistic abilities and behavioral symptoms across full siblings of children with SLI, ADHD, ADHD+SLI, and TD. The project is uniquely positioned to document both risk factors that contribute to the development of new cases of ADHD/SLI over the 7- to 11-year age span as well potential protective factors that contribute to improvements in children's initial symptoms. Important innovations associated with the research strategy include the use of clinical indices that have been vetted for threats of ambiguous symptoms, the collection of sibling data to examine overlapping risks, and the consideration of pharmacological, behavioral, and language intervention effects on individual outcomes. Experimental controls in place to strengthen internal validity and reproducibility include regularly scheduled reliability and fidelity checks, blinded assessments at each time of measurement, and group matching. The research proposed impacts upon several key public health concerns. SLI and ADHD affect millions of student in the U.S. and both have been linked to long-term academic, interpersonal, vocational, and health risk. Thus, from a public health perspective, even small efficiency gains in the identification, differential diagnosis, and integrated management of these two common neurodevelopmental disorders would translate into considerable societal benefit.

项目摘要/摘要 语言障碍和注意力缺陷都代表了相对常见的神经发育障碍。 一些报告进一步表明，这两种共同体疾病也可能经常同时发生。帐户 为何语言障碍和注意力缺陷以升高的速度出现在很大程度上是投机性的，并且 仅限于从病例对照研究中得出的数据，使关联的性质和方向未知。这是 还不清楚同时存在的语言障碍和注意力缺陷是否代表了不同的形式或 单独的语言障碍子类型。拟议的研究通过并行解决这些差距 对具有特定语言的儿童的语言增长和行为症状进行的调查 损伤（SLI），注意力缺陷/多动症（ADHD），ADHD+SLI和典型发育（TD） 在4年的时间内（初始年龄：7-8岁）。该项目的具体目的是（1）确定是否存在 初始组之间的词汇，言语记忆和句法生长之间的显着差异 轨迹。 （2）：确定小组在多动症和高管中是否存在显着差异 功能症状进行。 （3）：确定语言能力是否存在显着群体差异 以及SLI，ADHD，ADHD+SLI和TD的儿童完整兄弟姐妹的行为症状。该项目是 独特的位置，可以记录两个风险因素，这些风险因素有助于发展新案件 在7至11岁时的ADHD/SLI以及有助于改进的潜在保护因素 在儿童的最初症状中。与研究策略相关的重要创新包括使用 因含糊症状的威胁而被审查的临床指数，收集了同级数据 检查重叠的风险以及对药理，行为和语言干预的考虑 对个人结果的影响。实验控制以增强内部有效性和可重复性 包括定期安排的可靠性和保真度检查，在每个测量时盲目的评估， 和小组匹配。该研究提出了对几个关键公共卫生问题的影响。 SLI和ADHD 影响美国数百万学生，并且都与长期学术，人际关系有关 职业和健康风险。因此，从公共卫生的角度来看，即使在 这两个常见神经发育的识别，鉴别诊断和集成管理 疾病将转化为可观的社会利益。