DISCRIMINATING SLI AND APD IN SCHOOL-AGE CHILDREN

学龄儿童 SLI 和 APD 的区别

• 批准号: 6995217
• 负责人: CAROL A MILLER
• 金额: $ 6.5万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6995217
• 关键词: auditory stimulus; behavior test; behavioral /social science research tag; child psychology; clinical research; communication disorder diagnosis; diagnosis quality /standard; disease /disorder classification; functional ability; human subject; language; language disorders; memory; mental disorder diagnosis; middle childhood (6-11); neural information processing; perception disorder; performance; psychomotor function; reading; sound perception; statistics /biometry; stimulus /response; visual stimulus

DESCRIPTION (provided by applicant): Children with specific language impairment (SLI) and children with auditory processing disorder (APD) often present with poor skills in expressive and/or receptive language and reading. Given the overlap in behavioral symptoms between APD and SLI, clinicians and researchers are faced with an important question. Is APD a construct that is theoretically and practically distinct from SLI? The answer to this question has important implications for the assessment and treatment of children with oral and written language difficulties. The long-term goal of this research is to determine if and how SLI and APD can be distinguished. In the proposed study, children with SLI and children with APD will be compared on behavioral measures of receptive and expressive language, reading, verbal and visual working memory, nonverbal cognitive processing, motor skills, and auditory processing of speech and nonspeech stimuli. The clinical groups will be identified by speech-language pathologists and audiologists, so that we may understand how the diagnostic classifications made by practitioners relate to performance on the test battery. Discriminant function analysis will be used to determine which variables best discriminate children with SLI and children with APD. In addition, cluster analysis will be used to determine whether the sample can best be characterized as consisting of two, three, or more groups, and if these groups correspond to the diagnostic classifications. The results of this study will provide descriptive data regarding the performance of children with SLI and APD on a wide range of linguistic and nonlinguistic tasks, data regarding characteristics which distinguish children with SLI and APD, and data regarding the best way to categorize children with SLI and APD. The results will form the foundation for further research employing larger, more stringently selected samples and both behavioral and electrophysiological measures.

描述（由申请人提供）：患有特定语言障碍（SLI）的儿童和患有听觉处理障碍（APD）的儿童通常在表达和/或接受性语言和阅读方面表现出较差的技能。鉴于 APD 和 SLI 之间行为症状的重叠，临床医生和研究人员面临着一个重要问题。 APD 是一种在理论上和实践上都不同于 SLI 的结构吗？这个问题的答案对于有口语和书面语言困难的儿童的评估和治疗具有重要意义。这项研究的长期目标是确定是否以及如何区分 SLI 和 APD。在拟议的研究中，将比较患有 SLI 的儿童和患有 APD 的儿童的接受性和表达性语言、阅读、言语和视觉工作记忆、非言语认知处理、运动技能以及言语和非言语刺激的听觉处理的行为测量。临床组将由言语病理学家和听力学家确定，以便我们可以了解从业者做出的诊断分类与测试电池性能的关系。判别函数分析将用于确定哪些变量能够最好地区分患有 SLI 的儿童和患有 APD 的儿童。此外，聚类分析将用于确定样本是否可以最好地表征为由两个、三个或更多组组成，以及这些组是否对应于诊断分类。这项研究的结果将提供有关 SLI 和 APD 儿童在各种语言和非语言任务中表现的描述性数据、区分 SLI 和 APD 儿童的特征数据，以及对 SLI 儿童进行分类的最佳方法的数据和APD。结果将为进一步研究奠定基础，采用更大、更严格选择的样本以及行为和电生理测量。