Co-occurence of Language and Attention Difficulties in Children

儿童语言和注意力困难的同时出现

基本信息

批准号：
8458560
负责人：
SEAN M REDMOND
金额：
$ 24.79万
依托单位：
UNIVERSITY OF UTAH
依托单位国家：
美国
项目类别：
财政年份：
2011
资助国家：
美国
起止时间：
2011-05-01 至 2016-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8458560
关键词：
Address Age Area Attention Attention deficit hyperactivity disorder Behavior Disorders Behavioral Characteristics Child Child Behavior Checklist Child Language Clinical Clinical Markers Clinical Protocols Clinical Services Communities Comorbidity Data Development Diagnosis Diagnostic Diagnostic and Statistical Manual Differential Diagnosis Disease Education Evaluation Funding Funding Applicant Goals Health Impairment Justice Language Language Disorders Link Measures Mediation Mediator of activation protein Modeling Odds Ratio Participant Performance Phase Phenotype Procedures Psycholinguistics Public Health Reading Reading Disabilities Reference Standards Reporting Research Resources Risk Risk Factors Sampling Sampling Studies Sensitivity and Specificity Services Short-Term Memory Special Education Students Symptoms Syndrome Testing Therapeutic Translations Variant base brief screening cost diagnostic accuracy indexing public health relevance research clinical testing screening skills social third grade

项目摘要

DESCRIPTION (provided by applicant): Funds are requested to support the second phase of an ongoing research initiative directed at clarifying the association of children's language impairments and attention deficits. In Phase 1, the psycholinguistic and socioemotional profiles of narrowly defined and independently verified clinical groups (SLI and combined-type ADHD) were investigated to identify key clinical markers which best differentiated attention deficits and language impairments form each other and form typical development (R03 DC008382). Phase 2 moves the initiative forward by examining variation associated with the two most efficient language indices across a larger age span and within a more diverse community-based sample. Nine hundred and twenty students will be administered a brief screening of their proficiencies with past tense marking and sentence recall (230 x K-3rd grade). Cutoff scores will be based on study sample's characteristics. Out of the pool of screened participants, 260 "low scoring" students (< 16th %ile) and 360 "average scoring" (> 15th %ile) will participate in confirmatory evaluations of their language, attention, reading, nonverbal, and working memory skills. Blinding procedures will be used to reduce examiner bias. The specific aims of the project are (1) to determine the adequacy of past tense- marking and sentence recall indices for identifying language impairments within a community based study sample of early elementary students. (2): to determine the risk of co-occurring attention deficits within students who have confirmed language impairments and (3): to evaluate different models of the association of language impairment and attention deficit among young children. The possibility that associations of language impairment and attention deficits might be different across grade groups will be examined. The proposed research impacts upon several key public health concerns. In addition to substantial familial and societal costs associated with addressing language impairments and attention deficits, both of these disorders have been shown to be contributors to long-standing academic, socioemotional, and vocational difficulties. Given the limited resources available to practitioners and the health risks associated with missed diagnosis, misdiagnosis, and untreated comorbidity, it is crucial that identification is accurate, efficient, and timely so children can receive the most benefit from therapeutic services.

描述（由申请人提供）：要求资金支持旨在澄清儿童语言障碍和注意力缺陷协会的正在进行的研究计划的第二阶段。在第1阶段中，研究了狭义和独立验证的临床组（SLI和组合型ADHD）的心理语言和社会情感谱，以识别最能区分注意力缺陷和语言障碍的关键临床标记，并形成典型的发展（R03 DC008382 DC008382 DC008382 ）。第2阶段通过检查与更大的年龄范围内的两个最有效的语言指数相关的变异，并在更多样化的社区样本中移动主动行动。将对九百二十名学生进行简短的筛查，并以过去时张标记和句子召回（230 x K-3年级）进行简短的筛查。截止分数将基于研究样本的特征。在筛选的参与者池中，260个“低分”学生（<16％的ILE）和360个“平均得分”（> 15％ILE）将参与对他们的语言，注意力，阅读，非语言和工作记忆的确认评估技能。盲目程序将用于减少检查员的偏见。该项目的具体目的是（1）确定过去时标和句子回忆指数的适当性，以识别社区早期基础学生的基于社区的研究样本中的语言障碍。（2）：确定在确认语言障碍的学生中同时出现注意力缺陷的风险和（3）：评估幼儿语言障碍和注意力不足的不同模型。语言障碍和注意力缺陷的关联可能会在各个年级组中有所不同。拟议的研究影响了几个关键的公共卫生问题。除了解决语言障碍和注意力缺陷有关的大量家庭和社会成本外，这两种疾病都被证明是长期以来的学术，社会情感和职业困难的贡献者。鉴于从业人员可用的资源有限，以及与错过诊断，误诊和未经处理的合并症相关的健康风险，至关重要的是，识别是准确，高效且及时的，因此儿童可以从治疗服务中获得最大的好处。