The relationship between child language proficiency and language of treatment on the outcomes of bilingual children with developmental language disorder

儿童语言能力与语言治疗对发育性语言障碍双语儿童结局的关系

• 批准号: 10599025
• 负责人: Anny P. Castilla-Earls
• 金额: $ 64.6万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10599025
• 关键词: Academic achievement; Academic skills; Address; Age; Censuses; Child; Child Language; Clinical; Complex; Crossover Design; Data; Development; Disease; Education; Enrollment; Goals; Grant; Home; Inequity; Intellectual functioning disability; Intervention; Knowledge; Language; Language Development; Language Development Disorders; Lead; Learning; Linguistics; Love; Measures; Outcome; Outcome Assessment; Outcome Measure; Pathologist; Positioning Attribute; Production; Randomized, Controlled Trials; Recommendation; Research; Role; Service provision; Services; Speech; Sterile coverings; Structure; Testing; Time; Work; autism spectrum disorder; bilingualism; elementary school; experience; girls; hearing impairment; improved; individualized medicine; innovation; language outcome; programs; skills; success; syntax; treatment effect; treatment response

Project Summary More than 8.5 million children in the USA speak Spanish at home (U.S. Census Table S1601, 2020) with about a half million experiencing Developmental Language Disorder (DLD), a disorder in language learning and use that cannot be attributed to limited language exposure, autism, intellectual disability, hearing impairment, etc. (Norbury et al., 2016; Tomblin et al., 1996). One key challenge in serving bilingual children with DLD is the mismatch between the language(s) they speak and the availability of Speech Language Pathologists (SLPs) who can provide services in those languages. While it seems self-evident that a monolingual child should be treated in their first language, currently there is no guidance for SLPs as to the language of intervention for bilingual children (Kohnert et al., 2005). Hence, a critical question is what language(s) of treatment will best serve children with DLD with different proficiency profiles in their development of both Spanish and English. We ask first whether gains in the treated language(s) are influenced by the child’s proficiency in each language (Aim 1). Cross-linguistic transfer has been documented in priming studies suggesting that underlying syntax representations are interconnected. Transfer effects may make it possible for a child to improve in both languages as a result of treatment in one language, provided that the child has adequate levels of knowledge to connect the information provided in treatment across both languages. The clearest evidence of transfer can be derived from assessing gains in the untreated language when treatment is presented monolingually (Aim 2). Our own preliminary data suggest that recast therapy can result in gains in both English and Spanish for children treated in just one language. In this study, we carry out a randomized controlled trial, enrolling 120 children with DLD between the ages of 4 and 6 who score below 40% correct on the use of conditional adverbial clauses (if-then) and subject relative clauses (e.g., the doll that the girl loved…). Children receive one of three possible treatments (English-only, Spanish-only, bilingual) for one grammatical structure for 9 weeks, and then outcomes are re-assessed for both structures in both languages. The second grammatical structure is then treated for 9 weeks, and outcomes are assessed a third time. Comparison of different treatment approaches will inform our understanding of what is the best approach to therapy for bilingual children with a particular proficiency profile. Comparison of gains across languages and targets will allow us to determine the role of cross-linguistic transfer in language learning and to inform theoretical accounts of language representation in the developing bilingual child.

项目摘要 美国有850万儿童在家中讲西班牙语（美国人口普查表S1601，2020），大约 有50万经历了发展语言障碍（DLD），一种语言学习和使用障碍 这不能归因于有限的语言暴露，自闭症，智力残疾，听力障碍等。 （Norbury等，2016； Tomblin等，1996）。为DLD提供双语儿童的一个关键挑战是 他们所说的语言与语言病理学家的可用性（SLP）之间的不匹配 谁可以提供这些语言的服务。虽然似乎是一个单语的孩子应该是不言而喻的 用母语对待，目前尚无有关SLP的指导 双语儿童（Kohnert等，2005）。因此，一个关键的问题是哪种治疗方法最好。 在西班牙语和英语的发展方面为具有不同能力的DLD提供服务。 我们首先询问治疗语言中的收益是否受孩子在每种语言中的熟练程度的影响 （目标1）。跨语言转移已在启动研究中记录在启动研究中，表明基本语法 表示形式相互联系。转移效果可能使孩子有可能改善两者 只要孩子有足够的知识水平 连接两种语言的治疗中提供的信息。最清楚的转移证据 单语介绍时，从评估未经处理的语言的收益中得出（AIM 2）。 我们自己的初步数据表明，重铸疗法可能会导致英语和西班牙语的收益 儿童只用一种语言接受治疗。在这项研究中，我们进行了一项随机对照试验，注册120 DLD在4至6岁之间的儿童，他们在有条件的情况下得分低于40％以下的儿童 副词条款（如果是这样）和主题相对子句（例如，女孩喜欢的洋娃娃……）。孩子们收到一个 在三种可能的治疗（仅英语，仅西班牙语，双语）的语法结构9周内 然后对两种语言的两种结构都重新评估结果。第二语法结构 然后处理9周，并第三次评估结果。比较不同的治疗 方法将告知我们对具有双语儿童的最佳治疗方法的理解 特定的熟练资料。比较跨语言和目标的收益将使我们能够确定 跨语言转移在语言学习中的作用并为语言提供理论叙述 在发展的双语孩子中的代表。