An Alternative Grammatical Treatment for Children with Language Impairment

针对语言障碍儿童的替代语法治疗

• 批准号: 8277197
• 负责人: Lizbeth H Finestack
• 金额: $ 13.46万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-06-07 至 2014-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8277197
• 关键词: 7 year old; Achievement; Address; Adolescence; Aftercare; Child; Clinical; Clinical Services; Communication impairment; Complex; Comprehension; Data; Discipline; Educational process of instructing; Evaluation; Exhibits; Frequencies; Goals; Impairment; Incidence; Individual; Instruction; Intellectual functioning disability; Intervention; Intervention Studies; Language; Language Development; Language Disorders; Lead; Learning; Life; Linguistics; Maintenance; Measures; Mission; Modeling; Monitor; Outcome; Participant; Pattern; Performance; Process; Public Health; Randomized; Reaction Time; Reading; Research; Research Personnel; Social Interaction; Techniques; Testing; Time; Unconscious State; Work; clinical practice; comparative efficacy; follow-up; improved; innovation; kindergarten; meetings; nervous system disorder; novel; post intervention; programs; response; skills; treatment duration

DESCRIPTION (provided by applicant): Current grammatical treatment approaches for children with primary language disorder (PLD) yield only moderately significant gains after extensive treatment periods and are thus, inadequate. It is estimated that approximately 14% of kindergarten children have PLD, which includes children who exhibit significant weaknesses in language despite failing to meet criteria for intellectual disability. PLD negatively impacts early language development and has long-term detrimental effects on social interactions, academic work, and lifelong achievement. One of the core language weaknesses of children with PLD is poor use of grammatical forms with such weak- nesses persisting well into adolescence. One reason for the long-term negative effects of PLD may be that cur- rent grammatical treatments are using ineffective teaching approaches. Traditional treatments use inductive approaches (e.g., providing models of problematic forms at a high frequency) in which the learner is expected to implicitly acquire and generalize target grammatical forms. Evidence exists in other language-related disciplines that the inclusion of an alternative deductive teaching approach is more effective than inductive approaches alone. Unlike traditional inductive approaches, deductive instruction aims to make the learner explicitly aware of the underlying language pattern by directly presenting the pattern or pedagogic rule. The goal of the proposed study is to compare the efficacy of a traditional inductive approach to an approach that incorporates deductive instruction. This study is an integral component of a program of research focused on identifying effective and efficient interventions for children with language impairment. It is predicted that a combined deductive-inductive (D-I) approach will positively engage children's metacognitive processing skills and will lead to greater grammatical learning by children with PLD than an inductive-only (I-O) approach. Guided by strong preliminary data, this prediction will be tested through four specific aims: (a) to determine if a D-I approach is more efficacious than an I-O approach when teaching novel grammatical forms; (b) to determine whether gains made following D-I instruction are maintained over time; (c) to determine whether a D-I approach is differentially effective when teaching three novel grammatical forms; and (d) to determine if a D-I approach is differentially effective at teaching children with PLD who do and do not have significant language comprehension deficits. To address these aims, 60 5- to 7-year old children with PLD will be randomly assigned to either a D-I or I-O treatment. Participants in both groups will have the opportunity to learn three novel grammatical inflections. Learning will be assessed in terms of accuracy and response times' immediately following and 1-week post- treatment. To date, the primary emphasis on language intervention has been on inductive approaches; there- fore, the proposed evaluation of an alternative intervention approach represents an innovative shift in current clinical practice. The incorporation of deductive approaches may prove to positively impact the long-term out- comes of children with PLD and result in a transformation in clinical services.

描述（由申请人提供）：针对原发性语言障碍（PLD）儿童（PLD）的当前语法治疗方法仅在很长的治疗期后获得适度的增长，因此不足。据估计，大约有14％的幼儿园儿童患有PLD，其中包括尽管未符合智力残疾标准，但在语言上表现出重大弱点的儿童。 PLD对早期语言发展产生负面影响，并对社会互动，学术工作和终身成就产生长期有害影响。 PLD儿童的核心语言弱点之一是对语法形式的使用不佳，而这种弱点持续到青春期。 PLD长期负面影响的一个原因之一可能是，课程语法治疗正在使用无效的教学方法。传统治疗方法使用归纳方法（例如，在高频中提供有问题形式的模型），其中期望学习者隐式地获取和推广目标语法形式。证据存在于其他与语言有关的学科中，表明替代性演绎教学方法的包含比单独的归纳方法更有效。与传统的归纳方法不同，演绎教学旨在通过直接介绍模式或教学规则来显式地意识到潜在的语言模式。拟议的研究的目的是将传统归纳方法的功效比较结合演绎指导的方法。这项研究是一项研究计划的组成部分，旨在确定语言障碍儿童的有效干预措施。据预测，一种合并的演绎感应性（D-I）方法将积极地吸引儿童的元认知处理能力，并导致PLD儿童的语法学习要比仅仅是归纳性的（I-O）方法更大。在强大的初步数据的指导下，该预测将通过四个特定目的进行测试：（a）在教授新型语法形式时，确定D-I方法是否比I-O方法更有效； （b）确定随着时间的推移是否保持D-I指令后的收益； （c）在教三种新的语法形式时，确定D-I方法是否有效； （d）确定D-I方法在教导PLD的儿童做和没有大量​​语言理解缺陷方面是否有效。为了解决这些目标，有60名5至7岁患有PLD的儿童将随机分配给D-I或I-O治疗。两组的参与者都将有机会学习三种新颖的语法变化。学习将以准确性和响应时间在紧随其后和1周后治疗后进行评估。迄今为止，对语言干预的主要重点是归纳方法。因此，对替代干预方法的拟议评估代表了当前临床实践的创新转变。演绎方法的纳入可能会对患有PLD的儿童的长期影响产生积极影响，并导致临床服务的转变。