Disorder within Dialects: An Expanded Test of Tense and Agreement in Sentence Recall for Children with DLD

方言中的障碍：患有 DLD 的儿童句子回忆中的时态和一致性的扩展测试

• 批准号: 10502000
• 负责人: Janet L McDonald
• 金额: $ 60.83万
• 依托单位: LOUISIANA STATE UNIV A&M COL BATON ROUGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10502000
• 关键词: Address; African American; African American population; Agreement; Area; Assessment tool; Case-Control Studies; Child; Childhood; Clinical; Communities; Data; Data Analyses; Deep South; Development; Diagnostic; Diagnostic tests; Disease; Fright; Funding; Grant; Heterogeneity; Intelligence; Language; Language Development Disorders; Language Disorders; Linguistics; Mainstreaming; Memory; Methods; National Institute on Deafness and Other Communication Disorders; Nature; Outcome; Play; Population; Psycholinguistics; Reduce health disparities; Research; Rural; Sampling; Short-Term Memory; Strategic Planning; Structure; System; Testing; United States National Institutes of Health; Variant; Vocabulary; Work; accurate diagnostics; clinical practice; diagnostic accuracy; disparity reduction; first grade; health disparity; individualized medicine; innovation; kindergarten; novel; phonology; recruit; suburb; syntax

Project Summary Tense and agreement (T/A) deficits are routinely assessed and treated when children with Developmental Language Disorder (DLD) speak mainstream dialects of English and other languages, yet these grammar structures are typically excluded from clinical practice when children with DLD speak a nonmainstream dialect of English, such as African American English (AAE) or Southern White English (SWE). Excluding such structures is grounded in a fear of misinterpreting a child's nonmainstream dialect forms as a disorder, yet this practice leads to a disparity in the structures that can be assessed and treated across dialects. Fortunately, in a recent NIH-funded study conducted in the Deep South, we created a novel dialect-informed and strategically scored sentence recall task targeting T/A, and this task differentiated children with and without DLD within AAE and SWE with relatively high levels of accuracy1. These results call for a paradigm shift and the inclusion of T/A structures within clinical practice for all children. The next step toward bringing a dialect-informed and strategically scored sentence recall task targeting T/A to clinicians involves testing its ecological validity with children who present an expanded range of dialectal and psycholinguistic profiles. In addition, there is a need to systematically test the T/A structures within the task in different syntactic frames and evaluate the strategic scoring approach to further understand and maximize their contribution to diagnostic outcomes. Finally, theoretical questions exist as to why sentence recall might be a good discriminator of children with and without DLD across dialects, with one possibility being that this task interfaces with additional abilities that differentiate these groups beyond children's T/A systems, such as their vocabulary, working memory, and phonological short-term memory2,3. If so, we need to know if sentence recall interfaces with these abilities differentially depending on a child's clinical status and/or dialectal profile. Working within an innovative Disorder within Dialects framework, the proposed project seeks to further test the diagnostic accuracy and theoretical basis of a sentence recall task targeting T/A by: recruiting children who produce an expanded range of AAE and SWE (Aim 1); including children who present an expanded range of nonverbal IQ scores (Aim 2); testing each T/A form in a variety of syntactic frames and evaluating the scoring approach to optimize the task (Aim 3a and 3b); and testing between dialects and clinical groups, the relationship between the children's sentence recalls, their T/A systems, and their other psycholinguistic abilities (Aim 4). To achieve these aims, we will collect data from children with and without DLD in kindergarten and 1st grade in six different dialect communities (AAE: rural, suburban, urban; SWE: rural, suburban, urban). The proposed work will be the first of its kind to detail the dialectal and psycholinguistic variation that exists between and within AAE- and SWE-speaking children who live in the Deep South and evaluate with rigor a sentence recall task targeting T/A for these children.

项目概要 当儿童出现紧张和一致（T/A）缺陷时，通常会对其进行评估和治疗。 发展性语言障碍 (DLD) 说英语和其他语言的主流方言，但这些 当 DLD 儿童讲非主流语言时，语法结构通常被排除在临床实践之外 英语方言，例如非裔美国英语 (AAE) 或南方白人英语 (SWE)。排除这样的 结构的基础是担心将孩子的非主流方言形式误解为一种障碍，但这种 实践导致不同方言可评估和处理的结构存在差异。幸运的是，在一个 最近，在美国国立卫生研究院 (NIH) 资助的一项在南方腹地进行的研究中，我们创建了一种新颖的方言信息和战略性研究 针对 T/A 的句子回忆任务评分，该任务区分 AAE 内患有和不患有 DLD 的儿童 和 SWE 具有相对较高的准确度1。这些结果要求范式转变并纳入 T/A 所有儿童的临床实践中的结构。 下一步是引入方言信息和策略性评分的句子回忆任务目标 对临床医生的 T/A 涉及测试其生态有效性，这些儿童表现出更广泛的方言范围 和心理语言学概况。此外，还需要系统地测试任务内的T/A结构 在不同的句法框架中并评估策略评分方法以进一步理解和最大化 他们对诊断结果的贡献。最后，存在关于为什么句子回忆可能会存在的理论问题。 一个很好的跨方言区分患有和不患有 DLD 的儿童的方法，其中一种可能是这项任务 接口具有额外的能力，可以将这些群体区分开来，超越儿童的 T/A 系统，例如他们的 词汇、工作记忆和语音短期记忆2,3。如果是这样，我们需要知道句子是否回忆起来 根据孩子的临床状况和/或方言特征，这些能力的接口有所不同。 拟议的项目在方言框架内的创新性障碍中工作，旨在进一步 通过以下方式测试针对 T/A 的句子回忆任务的诊断准确性和理论基础：招募儿童 他们生产扩大了 AAE 和 SWE 范围的产品（目标 1）；包括范围扩大的儿童 非语言智商分数（目标 2）；在各种句法框架中测试每个 T/A 形式并评估评分 优化任务的方法（目标 3a 和 3b）；以及方言和临床群体之间的测试，关系 儿童的句子回忆、他们的 T/A 系统和其他心理语言能力之间的关系（目标 4）。到 为了实现这些目标，我们将在六年内收集幼儿园和一年级患有和不患有 DLD 的儿童的数据 不同的方言社区（AAE：农村、郊区、城市；SWE：农村、郊区、城市）。拟议的工作 将是同类中第一个详细描述 AAE 之间和内部存在的方言和心理语言学差异的研究 以及居住在南方腹地并严格评估句子回忆任务目标的讲瑞典语的儿童 这些孩子的 T/A。