Developmental Course of Language Impairments, Attention Deficits, and their Co-occurrence

项目摘要/摘要 语言障碍和注意力缺陷都是相对常见的神经发育障碍。 一些报告进一步表明，这两种常见疾病也可能经常同时发生。帐目 对于为什么语言障碍和注意力缺陷以较高的比率发生在很大程度上是推测和 仅限于来自病例对照研究的数据，使关联的性质和方向未知。它是 同样不清楚的是，同时发生的语言障碍和注意力缺陷是另一种形式还是 语言障碍的单独亚型。拟议的研究通过进行平行研究来解决这些差距 特定语言儿童语言发育及行为症状进展的调查 损害(SLI)、注意力缺陷/多动障碍(ADHD)、ADHD SLI和典型发育(TD) 4年以上(初始年龄：7-8岁)。该项目的具体目标是(1)确定是否有 不同初级组在词汇、词汇记忆和句法发展上的显著差异 轨迹。(2)：确定不同群体在ADHD和执行力方面是否存在显著差异 功能症状进展。(3)：确定语言能力是否存在显著的群体差异 SLI、ADHD、ADHD SLI和TD儿童的全部兄弟姐妹的行为症状。该项目是 独特的定位，记录导致新病例发生的两个风险因素 7至11岁儿童的ADHD/SLI以及有助于改善的潜在保护因素 在儿童最初的症状中。与研究策略相关的重要创新包括使用 已对模糊症状的威胁进行审查的临床指标，收集兄弟姐妹数据以 检查重叠风险，并考虑药物、行为和语言干预 对个人结果的影响。建立实验控制以加强内部效度和重复性 包括定期安排可靠性和保真度检查、每次测量时的盲目评估 和分组匹配。这项研究提出了对几个关键的公共卫生问题的影响。SLI和ADHD 影响着美国数百万学生，两者都与长期的学业、人际关系、 职业和健康风险。因此，从公共卫生的角度来看，即使是很小的效率提升， 这两种常见神经发育疾病的识别、鉴别诊断和综合治疗 疾病将转化为相当大的社会效益。

Project Summary/Abstract Both language impairments and attention deficits represent relatively common neurodevelopmental disorders. Some reports indicate further that these two commons disorders might frequently co-occur as well. Accounts for why language impairments and attention deficits occur at elevated rates have been largely speculative and limited to data derived from case-control studies, leaving the nature and directions of association unknown. It is also unclear whether co-occurring language impairment and attention deficit represents a different form or separate sub-type of language disorder. The proposed study addresses these gaps by conducting parallel investigations of language growth and behavioral symptom progressions in children with specific language impairment (SLI), attention-deficit/hyperactivity disorder (ADHD), ADHD+SLI, and typical development (TD) over a 4 year period (initial age: 7- 8-years). The specific aims of the project are (1) to determine if there are significant differences between initial groups in their vocabulary, verbal memory, and syntactic growth trajectories. (2): to determine if there are significant differences between groups in their ADHD and executive function symptom progressions. (3): to determine if there are significant group differences in linguistic abilities and behavioral symptoms across full siblings of children with SLI, ADHD, ADHD+SLI, and TD. The project is uniquely positioned to document both risk factors that contribute to the development of new cases of ADHD/SLI over the 7- to 11-year age span as well potential protective factors that contribute to improvements in children's initial symptoms. Important innovations associated with the research strategy include the use of clinical indices that have been vetted for threats of ambiguous symptoms, the collection of sibling data to examine overlapping risks, and the consideration of pharmacological, behavioral, and language intervention effects on individual outcomes. Experimental controls in place to strengthen internal validity and reproducibility include regularly scheduled reliability and fidelity checks, blinded assessments at each time of measurement, and group matching. The research proposed impacts upon several key public health concerns. SLI and ADHD affect millions of student in the U.S. and both have been linked to long-term academic, interpersonal, vocational, and health risk. Thus, from a public health perspective, even small efficiency gains in the identification, differential diagnosis, and integrated management of these two common neurodevelopmental disorders would translate into considerable societal benefit.