Disorder within Dialects: An Expanded Test of Tense and Agreement in Sentence Recall for Children with DLD

方言中的障碍：患有 DLD 的儿童句子回忆中的时态和一致性的扩展测试

• 批准号: 10654854
• 负责人: Janet L McDonald
• 金额: $ 57.27万
• 依托单位: LOUISIANA STATE UNIV A&M COL BATON ROUGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10654854
• 关键词: Address; African American; African American population; Agreement; Area; Assessment tool; Case/Control Studies; Child; Child Rearing; Childhood; Clinical; Communities; Data; Data Analyses; Deep South; Development; Diagnostic; Diagnostic tests; Disease; Disparity; Exclusion; Fright; Funding; Grant; Heterogeneity; Inequity; Intelligence; Language; Language Development Disorders; Language Disorders; Linguistics; Mainstreaming; Memory; Methods; National Institute on Deafness and Other Communication Disorders; Nature; Outcome; Play; Population; Psycholinguistics; Reduce health disparities; Research; Rural; Sampling; Short-Term Memory; Strategic Planning; Structure; System; Testing; United States National Institutes of Health; Variant; Vocabulary; Work; clinical practice; diagnostic accuracy; disparity reduction; first grade; health disparity; health disparity populations; individualized medicine; innovation; kindergarten; non-verbal; novel; phonology; recruit; suburb; syntax

Project Summary Tense and agreement (T/A) deficits are routinely assessed and treated when children with Developmental Language Disorder (DLD) speak mainstream dialects of English and other languages, yet these grammar structures are typically excluded from clinical practice when children with DLD speak a nonmainstream dialect of English, such as African American English (AAE) or Southern White English (SWE). Excluding such structures is grounded in a fear of misinterpreting a child's nonmainstream dialect forms as a disorder, yet this practice leads to a disparity in the structures that can be assessed and treated across dialects. Fortunately, in a recent NIH-funded study conducted in the Deep South, we created a novel dialect-informed and strategically scored sentence recall task targeting T/A, and this task differentiated children with and without DLD within AAE and SWE with relatively high levels of accuracy1. These results call for a paradigm shift and the inclusion of T/A structures within clinical practice for all children. The next step toward bringing a dialect-informed and strategically scored sentence recall task targeting T/A to clinicians involves testing its ecological validity with children who present an expanded range of dialectal and psycholinguistic profiles. In addition, there is a need to systematically test the T/A structures within the task in different syntactic frames and evaluate the strategic scoring approach to further understand and maximize their contribution to diagnostic outcomes. Finally, theoretical questions exist as to why sentence recall might be a good discriminator of children with and without DLD across dialects, with one possibility being that this task interfaces with additional abilities that differentiate these groups beyond children's T/A systems, such as their vocabulary, working memory, and phonological short-term memory2,3. If so, we need to know if sentence recall interfaces with these abilities differentially depending on a child's clinical status and/or dialectal profile. Working within an innovative Disorder within Dialects framework, the proposed project seeks to further test the diagnostic accuracy and theoretical basis of a sentence recall task targeting T/A by: recruiting children who produce an expanded range of AAE and SWE (Aim 1); including children who present an expanded range of nonverbal IQ scores (Aim 2); testing each T/A form in a variety of syntactic frames and evaluating the scoring approach to optimize the task (Aim 3a and 3b); and testing between dialects and clinical groups, the relationship between the children's sentence recalls, their T/A systems, and their other psycholinguistic abilities (Aim 4). To achieve these aims, we will collect data from children with and without DLD in kindergarten and 1st grade in six different dialect communities (AAE: rural, suburban, urban; SWE: rural, suburban, urban). The proposed work will be the first of its kind to detail the dialectal and psycholinguistic variation that exists between and within AAE- and SWE-speaking children who live in the Deep South and evaluate with rigor a sentence recall task targeting T/A for these children.

项目摘要 当患有儿童时，经常评估和治疗时态和协议（t/a）赤字 发展语言障碍（DLD）讲英语和其他语言的主流方言，但是这些 语法结构通常被排除在临床实践之外，而DLD的儿童会说非上流 英语方言，例如非裔美国人英语（AAE）或南部白色英语（SWE）。不包括这样的 结构的基础是害怕误解孩子的非上主流方言形式为一种疾病，但是 实践导致可以在方言进行评估和处理的结构的差异。幸运的是， NIH资助的最新研究在南方深处进行的研究，我们创建了一种新颖的方言信息，并在战略上创建了 得分句子回忆起针对T/A的任务，此任务差异化了AAE内有和没有DLD的儿童 SWE具有相对较高的精度1。这些结果要求范式转移和包含T/A 所有儿童临床实践中的结构。 下一步带来方言信息和战略性评分的句子召回任务定位 临床医生的T/A涉及测试其生态有效性，这些儿童呈现了方言范围扩大的儿童 和心理语言概况。此外，有必要系统地测试任务中的T/A结构 在不同的句法框架中，并评估战略评分方法，以进一步了解和最大化 它们对诊断结果的贡献。最后，存在理论问题，说明为什么句子可能会召回 在方言中有和没有DLD的儿童的良好歧视者，其中一种可能性是这项任务 与其他能力的界面，可以将这些群体除了儿童的T/A系统之外的其他能力，例如 词汇，工作记忆和语音短期记忆2,3。如果是这样，我们需要知道句子是否召回 根据孩子的临床状况和/或方言概况，与这些能力的接口不同。 在方言框架内的创新障碍中工作，拟议的项目试图进一步 测试针对T/A的句子回忆任务的诊断准确性和理论基础：招募儿童 生产扩展的AAE和SWE范围（AIM 1）；包括呈现扩展范围的孩子 非语言智商分数（AIM 2）；在各种句法帧中测试每种T/A形式并评估评分 优化任务的方法（AIM 3A和3B）；以及方言和临床组之间的测试，关系 在孩子们的句子回忆起，他们的T/A系统和其他心理语言能力（AIM 4）。到 实现这些目标，我们将收集幼儿园中有或没有DLD的儿童的数据，六年级的一年级 不同的方言社区（AAE：农村，郊区，城市； SWE：农村，郊区，城市）。拟议的工作 将是第一个详细说明AAE之间和内部存在的方言和心理语言变化 和居住在南方深处并用严格评估的句子召回任务定位的讲话的孩子 这些孩子的T/A。