Production and Comprehension of Morphosyntax among Children with and without Developmental Language Disorder who speak non-Mainstream American English dialects

使用非主流美式英语方言的患有和不患有发育性语言障碍的儿童的形态句法的产生和理解

• 批准号: 10407444
• 负责人: Alison Hendricks
• 金额: $ 15.95万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10407444
• 关键词: Address; Affect; African American; American; Anxiety; Attention; Child; Communication impairment; Comprehension; Data; Development; Diagnosis; Disease; Early identification; Ensure; Exhibits; Foundations; Frequencies; Future; Genetic Transcription; Goals; Guidelines; Instruction; Intervention; Knowledge; Language; Language Development Disorders; Language Disorders; Linguistics; Longitudinal Studies; Mainstreaming; Measures; Mental Depression; Methodology; Methods; Minority; Modeling; Nursery Schools; Outcome; Pathologist; Pattern; Population; Preschool Child; Procedures; Production; Public Health; Reporting; Research; Resources; Risk; Sampling; School-Age Population; Schools; Services; Speech; Students; Testing; Time; Tungsten; Visual; Washington; Work; accurate diagnostics; base; comprehension test; conditioning; elementary school; experience; first grade; improved; innovation; kindergarten; language comprehension; language disorder diagnosis; literacy; minority children; novel; peer; public health priorities; recruit; second grade; service intervention; skills; social stigma; specific language impairment; theories

PROJECT SUMMARY/ABSTRACT 7-9% of children are affected by language disorders such as Developmental Language Disorder (DLD). DLD – the most common type of specific language impairment – results in difficulties with producing and understanding language despite otherwise normal development. Even with increased attention on early identification methods, as many as 70% of school-age children with DLD are not identified or receiving services to ensure they succeed (Adlof et al., 2017; Tomblin, et al., 1997). While DLD is often under-identified in mainstream American populations, both over-identification and under-identification are common in children who speak non-mainstream dialects, such as African American English (AAE) (Morgan et al., 2015; Seymour, Bland-Stewart, & Green, 1998). This leads to a serious problem in potentially misallocated treatment resources. Despite increased efforts to improve speech and language assessments for children who speak AAE, many speech-language pathologists working in schools report that they are not confident in determining whether children who speak non-mainstream dialects have communication disorders and report underutilizing effective assessment and intervention strategies (Hendricks & Diehm, under review). A new framework – Disorder within Diversity – utilizes comparisons between children with and without language disorders who speak the same dialects to improve identification and treatment of language disorders (Garrity & Oetting, 2010; Oetting & MacDonald, 2001; Oetting et al, 2013). To date, this framework has focused on language skills among preschool and kindergarten students, and less is known about language production and comprehension among school-age children with DLD. Research on students with typical language skills indicates that early elementary school is a pivotal time as students demonstrate significant changes in their use of morphosyntactic markers during first and second grades. Further, children who exhibit larger changes in their use of morphosyntax tend to have stronger language and literacy skills (see Washington et al., 2018 for a review). However, these associations have yet to be investigated in school-age children with language disorders. This project bridges two separate research traditions: research on preschool children with language disorders and research on school-age children with typical language skills. We examine morphosyntactic skills using a battery of complementary tasks, including well-established language sampling methods and innovative eyetracking methods. Our novel recruitment procedures and rigorous analytic approach are carefully tailored to address the research questions. The long- term goal of this research is to better understand how children who speak different dialects, including those with and without language disorders, acquire language. This new knowledge has the potential to broaden theories of language disorders to better capture experiences of diverse students and help clinicians make more accurate diagnostic decisions for children from culturally and linguistically diverse backgrounds.

项目概要/摘要 7-9% 的儿童患有语言障碍，例如发育性语言障碍 (DLD)。 最常见的特定语言障碍类型 - 导致表达和理解困难 尽管语言发展正常，但即使越来越关注早期识别方法， 多达 70% 的患有 DLD 的学龄儿童没有被识别或没有接受确保他们成功的服务 （Adlof 等人，2017 年；Tomblin 等人，1997 年），而 DLD 在美国主流社会中往往未被充分认识。 人口中，过度认同和不充分认同在说非主流语言的儿童中都很常见 方言，例如非裔美国英语 (AAE)（Morgan 等人，2015 年；Seymour、Bland-Stewart 和 Green，1998 年）。 尽管付出了更多努力，但这仍可能导致治疗资源分配不当的严重问题。 许多言语病理学家表示，改善对讲 AAE 的儿童的言语和语言评估 学校工作人员表示，他们对于确定孩子是否使用非主流语言没有信心 方言存在沟通障碍，并报告未充分利用有效的评估和干预 策略（Hendricks & Diehm，正在审查中）。 比较说相同方言的有语言障碍的儿童和没有语言障碍的儿童以改善 语言障碍的识别和治疗（Garrity & Oetting，2010；Oetting & MacDonald，2001；Oetting 等人，2013）迄今为止，该框架主要关注学前班和幼儿园学生的语言技能， 人们对患有 DLD 的学龄儿童的语言产生和理解能力知之甚少。 对具有典型语言技能的学生的研究表明，小学早期是一个关键时期 学生在第一和第二阶段中表现出形态句法标记的使用发生了显着变化 此外，形态句法使用变化较大的孩子往往拥有更强的语言能力。 和识字技能（参见 Washington et al., 2018 的评论）。但是，这些关联尚未得到证实。 该项目对患有语言障碍的学龄儿童进行了调查，将两项独立的研究联系起来。 传统：对患有语言障碍的学龄前儿童的研究和对患有语言障碍的学龄儿童的研究 我们使用一系列补充任务来检查形态句法技能，包括 我们完善的语言采样方法和创新的眼球追踪方法。 程序和严格的分析方法经过精心定制，以解决研究问题。 这项研究的长期目标是更好地了解讲不同方言的儿童（包括那些具有不同方言的儿童）如何 在没有语言障碍的情况下，获得语言的新知识有可能拓宽理论。 语言障碍，以更好地捕捉不同学生的经历并帮助参议员做出更准确的 针对来自不同文化和语言背景的儿童的诊断决策。