Psycholinguistic and Socioemotional Profiling of SLI and ADHD

SLI 和 ADHD 的心理语言学和社会情感分析

基本信息

批准号：
7454352
负责人：
SEAN M REDMOND
金额：
$ 7.26万
依托单位：
UNIVERSITY OF UTAH
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-07-01 至 2009-12-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7454352
关键词：
8 year old Achievement Address Affect Area Attention Attention deficit hyperactivity disorder Autistic Disorder Behavior Characteristics Child Childhood Clinical Comorbidity Condition Control Groups Development Diagnosis Diagnostic Differential Diagnosis Disease Down Syndrome Fragile X Syndrome Funding Health Health Professional Impairment Interview Investigation Language Language Disorders Laws Love Masks Measures Mental Health Nature Pathogenesis Patient Self-Report Performance Personal Satisfaction Phase Population Procedures Production Protocols documentation Psycholinguistics Public Health Reporting Research Research Personnel Resources Rice Risk Sensitivity and Specificity Services Severities Specificity Speech Symptoms Task Performances Therapeutic Typology Williams Syndrome base behavior rating scale comparison group design executive function hearing impairment indexing neuropsychological outcome forecast social specific language impairment

项目摘要

DESCRIPTION (provided by applicant): The co-occurrence of language impairments and attention deficits in children receiving therapeutic services has been well-documented, but the nature of this comorbidity is poorly understood. Between-group designs have been the primary basis for this association, where the performance of a target group of affected children was compared to a control group of typically developing children; however, recent findings of symptom specificity for both specific language impairment (SLI) and Attention Deficit/Hyperactivity Disorder (ADHD) suggest that direct comparisons between the psycholinguistic and socioemotional characteristics associated with these two highly prevalent disorders are timely and urgently needed. Funds are requested to support the first phase of a research initiative directed at clarifying the relationship between attention deficits and language impairment. Under consideration is the hypothesis that there are distinctive psycholinguistic and socioemotional profiles associated with SLI and ADHD (c.f. Redmond & Rice, 1998; 2002; Rice, 2003; Tannock & Schachar, 1996). In the proposed project, the feasibility of differentiating SLI from ADHD will be established using narrowly defined clinical groups. Sixty 7-8 year old children, representing 20 children with SLI, 20 children with ADHD and 20 children with typical development (TD) will participate. Three specific aims will be addressed: Aim 1: To compare the psycholinguistic proficiency of children with SLI, children with ADHD, and children with TD. Aim 2: To compare executive functioning in children with SLI, children with ADHD and children with TD. Aim 3: To compare the socioemotional profiles of children with SLI, children with ADHD, and children with TD. Children's psycholinguistic proficiency will be evaluated using established protocols for tense marking, non-word repetition, sentence recall, and narrative production. Children's executive functioning will be evaluated using a non-verbal continuous performance task. Behavioral rating scales and self-report measures will be used to assess children's socioemotional status. Direct comparisons of SLI and ADHD symptomotology will sharpen our understanding of the phenotypic boundaries associated with each disorder. Given the academic and social risks associated with misdiagnosis and the poor prognosis associated with untreated comorbidity, this research impacts upon several key public health concerns.

描述（由申请人提供）：有充分的文献记载了接受治疗服务的儿童语言障碍和注意力缺陷的同时出现，但是这种合并症的性质知之甚少。组之间的设计一直是这种关联的主要基础，在这种基础上，将目标儿童的绩效与典型发展的儿童进行了比较。但是，最近对特定语言障碍（SLI）和注意力缺陷/多动障碍（ADHD）的症状特异性的发现表明，与这两种高度普遍疾病相关的心理语言和社会情感特征之间的直接比较是及时且紧急的。要求资金支持旨在阐明注意力缺陷与语言障碍之间关系的研究计划的第一阶段。正在考虑的假设是，与SLI和ADHD相关的具有独特的心理语言和社会情感概况（C.F. Redmond＆Rice，1998; 2002; Rice，2003; Tannock＆Schachar，1996）。在拟议的项目中，将使用狭义的临床组建立区分SLI与ADHD的可行性。六十7-8岁的孩子，代表20名SLI儿童，20个患有多动症儿童和20个典型发育的儿童（TD）。将解决三个具体目标：目标1：比较患有SLI儿童，患有多动症儿童和TD儿童的心理语言能力。 AIM 2：比较患有SLI的儿童，ADHD儿童和TD儿童的执行职能。目标3：比较患有SLI儿童，ADHD儿童和TD儿童的社会情感概况。儿童的心理语言水平将使用既定的方案进行时态标记，非词重复，句子回忆和叙事制作评估。儿童执行功能将使用非语言连续绩效任务进行评估。行为评级量表和自我报告措施将用于评估儿童的社会情感状况。 SLI和ADHD症状学的直接比较将使我们对与每种疾病相关的表型边界的理解提高我们的理解。鉴于与误诊有关的学术和社会风险以及与未经处理的合并症相关的不良预后，这项研究影响了几个关键的公共卫生问题。