Treatment of Lexical Deficits in Young Children with SLI

SLI 幼儿词汇缺陷的治疗

• 批准号: 7030619
• 负责人: Shelley I, PHD, CCC-SLP Gray
• 金额: $ 29.38万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-09 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7030619
• 关键词: age difference; behavior test; behavioral /social science research tag; clinical research; communication disorder diagnosis; comprehension; conditioning; cues; diagnosis design /evaluation; early /brief intervention /therapy; education evaluation /planning; human subject; intelligence tests; language development; language disorders; longitudinal human study; memory; neural information processing; outcomes research; phonology; preschool child (1-5); psychometrics; remedial /special education; semantics; speech; verbal learning; vocabulary

DESCRIPTION (provided by applicant): Approximately 8% of children in the United States are diagnosed with Specific Language Impairment (SLI). In addition to problems acquiring morphology and syntax, a significant number of children also demonstrate difficulty acquiring vocabulary. Vocabulary deficits are particularly devastating in young children because lexical acquisition is strongly associated with later language and literacy development. Currently we lack methods for diagnosing specific word learning problems in individual children and have little treatment efficacy data to guide intervention. The primary goals of this research are to develop methods for identifying the individual word-learning deficits of young children with SLI and to evaluate prescriptive treatments targeting those deficits. The research plan is based on the premise that word learning may be compromised by processing deficits in one or more lexical levels including the conceptual, lexical-semantic, or phonological. A series of four cross-sectional and one longitudinal study will test the hypothesis that phonological and/or semantic encoding or retrieval cues designed to improve the storage or retrieval of lexical-semantic or phonological level representations of words improves word learning in preschoolers with SLI. Specific Aims: (1) Document the effect that phonological or semantic encoding cues have on fast mapping and (2) word learning rate. (3) Document the effect that sequencing phonological then semantic encoding cues have on word production. (4) Document the effect that phonological or semantic retrieval cues have on word production. (5) Document, longitudinally, the efficacy of prescriptive treatments derived from studies 1-4 for preschoolers receiving small-group instruction during the academic year preceding kindergarten. Significance: This research program that will increase our theoretical understanding of the underlying deficits of specific language impairment and will develop new treatments to help children reach their full potential by improving language growth, positively impacting children's qualify of life and significantly increasing their likelihood of school success.

描述（由申请人提供）：大约8％的美国儿童被诊断出患有特定语言障碍（SLI）。除了获得形态学和语法的问题外，许多儿童还表现出难以获取词汇。在幼儿中，词汇缺陷尤其是毁灭性的，因为词汇获取与后来的语言和扫盲的发展密切相关。目前，我们缺乏诊断单个孩子中特定单词学习问题的方法，并且几乎没有治疗效率数据来指导干预。这项研究的主要目标是开发用于识别SLI幼儿单词学习缺陷的方法，并评估针对这些缺陷的规定治疗方法。研究计划基于以下前提：单词学习可能会因一个或多个词汇层面的处理缺陷而受到损害，包括概念，词汇语义或语音学。一系列四个横截面和一项纵向研究将检验以下假设：语音和/或语义编码或检索提示旨在改善单词的词汇语义或语音级别的存储或检索，从而改善了使用SLI的学龄前儿童中的单词学习。具体目的：（1）记录语音或语义编码线索对快速映射和（2）单词学习率的影响。 （3）记录了对语音的测序然后语义编码线索对单词产生的效果。 （4）记录语音或语义检索提示对单词产生的影响。 （5）在纵向上，从研究1-4衍生的规定治疗的功效对于在幼儿园之前学年接受小组教学的学龄前儿童得出的疗效。意义：该研究计划将提高我们对特定语言障碍的潜在缺陷的理论理解，并将开发新的治疗方法，以改善语言增长，从而积极影响孩子的生活资格并显着增加学校成功的可能性。