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.

项目概要 学龄前儿童的语言测试对于识别各种不同的语言非常重要 特别是当孩子在一岁到五岁之间时，这是一种发育障碍。 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广泛的词汇和语法测量 四十年来，临床培训强调在临床决策中使用此类措施的重要性。 不幸的是，这种类型的分析非常耗时，并且最好只执行一次。 此外，大多数语言样本分析的心理测量特性。 (LSA) 措施相当薄弱，主要是因为孩子相对较少，而且所有孩子都说话 主流英语（而不是常见的方言，如非裔美国英语 [AAVE]），做出了贡献 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， 程序。 该项目将利用来自 1500 多个儿童语言样本的数据，这些样本是在 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、扩展和加强 LSA 的心理测量特性 我们将整合大型交叉研究的发现。 儿童数量较少的部门语料库在早期发展中得到了密切关注 验证一系列常规使用的 LSA 措施的掌握轨迹。 包括制定方言敏感的措施和参考值，以及特定于方言的措施和参考值 性别，因为当前的参考值可能对女孩不利，我们还将探讨性别的影响。 社会经济地位对 LSA 价值观的影响可能较弱、方言差异、性别和社会阶层。 显着影响临床和教育服务的适当转诊，我们尝试 我们将通过检查其准确性来验证我们得出的“规范”。 对已知发育迟缓的儿童的另一组语料库进行正确分类，包括 AAVE 扬声器。 总之，这一举措将转化在研究中收集的大量主要研究数据 儿童对表达性语言技能的典型掌握，可以免费使用的实用程序 练习更轻松、准确和公平地识别需要帮助的学龄前儿童 干预服务。