Improving the clinical utility of preschool language sample analysis

提高学前语言样本分析的临床实用性

• 批准号: 10456071
• 负责人: NAN BERNSTEIN RATNER
• 金额: $ 36.08万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10456071
• 关键词: 5 year old; 6 year old; African American; Age; American; Archives; Automobile Driving; Benchmarking; Child; Child Language; Clinical; Computer software; Consumption; Cross-Sectional Studies; Data; Databases; Development; Developmental Delay Disorders; Developmental Disabilities; Disadvantaged; Disease; Early Diagnosis; Early identification; Educational Models; Evaluation; Face; Gender; Growth; Impairment; Individual; Intervention; Language; Language Delays; Language Development; Language Disorders; Language Tests; Length; Life; Linguistics; Mainstreaming; Measures; Modeling; Nursery Schools; Pathologist; Performance; Preschool Child; Procedures; Process; Property; Protocols documentation; Psychometrics; Reference Values; Research; Resources; Sample Size; Sampling; Services; Social Class; Socioeconomic Status; Speech; Speed; Standardization; Sum; Surveys; System; Testing; Time; Training; Translating; Variant; Vocabulary; Work; aged; base; child services; clinical decision-making; clinical practice; clinically relevant; data exchange system; data repository; developmental disease; falls; girls; improved; indexing; instrument; lexical; novel; programs; service intervention; skill acquisition; skills; sound; syntax; treatment planning

Project Summary Language testing of preschool-aged children is important in the identification of a wide range of developmental disabilities. Particularly when children are between one and five years of age, it is critical to supplement standardized tests with analysis of a naturalistic language sample (Language Sample Analysis, LSA), using a broad set of lexical and grammatical measures developed over the past forty years. Clinical training emphasizes the importance of using such measures in clinical decision- making. Unfortunately, this type of analysis is time-consuming, and clinicians often perform only a cursory analysis. Additionally, the psychometric properties of most of these language sample analysis (LSA) measures are quite weak, primarily because relatively few children, all of whom spoke mainstream English (rather than common dialects such as African-American English [AAVE], contributed to the development of reference scores. This situation is undesirable given educational mandates requiring that developmental assessment be done using valid, reliable and unbiased instruments and procedures. This project will utilize data from over 1500 children’s language samples compiled and curated at the Child Language Data Exchange System (CHILDES) open research data repository (www.childes.talkbank.org ) to validate, extend and strengthen the psychometric properties of LSA measures, for use in clinical and educational practice. We will integrate findings from large cross- sectional corpora with smaller numbers of children followed intensively over early development to verify trajectories in the mastery of a broad array of conventionally used LSA measures. Additional aims include development of dialect-sensitive measures and reference values, as well as those specific to gender, since current reference values may disadvantage girls. We will additionally explore impacts of socio-economic status on LSA values. Weak “norms”, dialect variation, gender and social class may significantly impact appropriate referral for clinical and educational services and we attempt to remediate this. We will validate our resulting “norms” by examining the accuracy with which they correctly classify an additional set of corpora from children with known developmental delays, including AAVE speakers. In sum, this initiative will translate a large body of primary research data gathered in the study of children’s typical mastery of expressive language skills to a freely-available utility that may be used by practicing clinicians to more easily, accurately and fairly identify preschool children in need of intervention services.

项目摘要 学龄前儿童的语言测试对于识别广泛的范围很重要 发育障碍。特别是当孩子在一到五岁之间 通过分析自然语言样本（语言）来补充标准化测试至关重要 样本分析，LSA），使用过去开发的一系列词汇和语法措施 四十年。临床培训强调在临床决策中使用此类措施的重要性 - 制作。不幸的是，这种类型的分析是耗时的，临床医生通常只执行 粗略分析。此外，大多数这些语言样本分析的心理测量特性 （LSA）措施非常弱，主要是因为相对较少的孩子，他们所有人说话 主流英语（而不是常见的方言，例如非裔美国人英语[AAVE] 参考分数的发展。考虑到教育任务，这种情况是不可取的 要求使用有效，可靠和公正的工具进行发展评估，并 程序。 该项目将利用来自1500多个儿童语言样本的数据，并在 儿童语言数据交换系统（Childes）开放研究数据存储库 （www.childes.talkbank.org）验证，扩展和增强LSA的心理测量特性 措施，用于临床和教育实践。我们将整合大型跨的发现 分区语料库中有少数儿童在早期发展上紧随其后 在掌握广泛的传统使用LSA测量的掌握中，验证轨迹。其他目标 包括对方言敏感的测量和参考值的开发，以及特定于 性别，因为当前的参考值可能会不利。我们还将探索 LSA价值观的社会经济地位。弱“规范”，方言变化，性别和社会阶层可能 显着影响临床和教育服务的适当推荐，我们试图 补救这个。我们将通过检查它们的准确性来验证我们的“规范” 正确对有已知发育延迟的儿童进行正确分类，包括 ave扬声器。 总而言之，该倡议将翻译大量的主要研究数据 儿童典型地掌握表达语言技能，可以通过 实践临床医生更轻松，准确，准确，公平地识别需要的学龄前儿童 干预服务。