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：
8260501
负责人：
SEAN M REDMOND
金额：
$ 26.16万
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/8260501
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 Screening procedure 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 skills social

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. PUBLIC HEALTH RELEVANCE: Developmental language impairments and attention deficits represent the two most common reasons young children are referred for clinical services. These disorders frequently co-occur and both conditions represent risk factors for the emergence academic and social difficulties, however, interrelationships between these areas remains unclear. The goals of the proposed research are to clarify the mechanisms linking language impairments and attention deficits and to advance the translation of behavioral phenotypes of language impairment (LI) into clinical protocols appropriate for differential diagnosis and the identification of cases of LI+ADHD comorbidity and

描述（由申请人提供）：请求资金支持正在进行的研究计划的第二阶段，该计划旨在澄清儿童语言障碍和注意力缺陷之间的关联。在第一阶段，研究了狭义定义和独立验证的临床组（SLI 和组合型 ADHD）的心理语言学和社会情感特征，以确定最能区分注意力缺陷和语言障碍并形成典型发展的关键临床标志物（R03 DC008382））。第二阶段通过检查与更大的年龄跨度和更多样化的社区样本内的两个最有效的语言指数相关的变化来推动该计划的发展。将对 920 名学生进行简短的过去时标记和句子回忆能力筛查（230 x K-3 年级）。截止分数将基于研究样本的特征。在筛选的参与者池中，260 名“低分”学生（< 16th %ile）和 360 名“平均得分”学生（> 15th %ile）将参与对其语言、注意力、阅读、非语言和工作记忆的验证性评估技能。将使用盲法来减少检查者的偏见。该项目的具体目标是 (1) 确定过去时态标记和句子回忆指数是否足以识别基于社区的早期小学生研究样本中的语言障碍。 (2)：确定已确认有语言障碍的学生同时发生注意力缺陷的风险；(3)：评估幼儿中语言障碍和注意力缺陷关联的不同模型。我们将研究不同年级组语言障碍和注意力缺陷之间的关联可能有所不同的可能性。拟议的研究对几个关键的公共卫生问题产生影响。除了与解决语言障碍和注意力缺陷相关的大量家庭和社会成本之外，这两种疾病已被证明会导致长期存在的学业、社会情感和职业困难。鉴于医生可用的资源有限，以及与漏诊、误诊和未经治疗的合并症相关的健康风险，准确、高效和及时的识别至关重要，以便儿童能够从治疗服务中获得最大利益。公共卫生相关性：发育性语言障碍和注意力缺陷是幼儿被转诊接受临床服务的两个最常见原因。这些疾病经常同时发生，并且这两种情况都是出现学业和社交困难的危险因素，然而，这些领域之间的相互关系仍不清楚。拟议研究的目标是阐明语言障碍和注意力缺陷之间的联系机制，并推动将语言障碍 (LI) 的行为表型转化为适合鉴别诊断和识别 LI+ADHD 合并症病例的临床方案。