Identification of treatment parameters that maximize language treatment efficacy for children.

摘要 语言能力差与许多负面结果有关，从更高的发脾气率 以及难以与学校失败者建立友谊，与司法系统接触，以及受害增加。 虽然语言缺陷可能早在幼儿期就被注意到，但有效的治疗可能不会这么早就开始开始 在这些孩子面临越来越多的语言障碍之前， 正规教育的语言要求和学术斗争的累积效应。对于7%-13%的 对于语言能力受损的儿童，迫切需要更快，更有效的语言治疗， needed.这种竞争性的更新通过一系列将基础研究转化为 统计学习到治疗情境。统计学习框架假设儿童提取单词 从语言输入中所包含的分布信息中， 接受并解释了快速内隐语言学习。拟议的研究采取实验方法 其中理论动机的治疗因素在两组语言技能差的儿童中进行了测试。 “晚说话者”是指2-3岁的儿童，他们的词汇量非常有限 他们知道并使用。患有发育性语言障碍的学龄前儿童（4-5岁） 在语法词素的使用上有明显的缺陷。我们将直接解决无应答者的问题（即， 尽管治疗对其他人有效，但改善有限的儿童），这是所有人固有的问题 治疗研究。我们利用我们以前的研究结果来预测在治疗过程的早期， 极有可能是无应答者，并提出了一种可能更适合的替代治疗方法 对这部分孩子来说。这些研究代表了有原则的语言治疗的必要工作， 有证据支持，并可以提供深入了解学习的性质，在一系列的儿童贫困， 语言技能。

Abstract Poor language skills are associated with numerous negative outcomes ranging from higher rates of tantrums and difficulty developing friendships to school failure, contact with the justice system, and increased victimization. Although language deficits may be noticed as early as toddlerhood, effective treatment may not begin this early and there is relatively little time to close the language gap before these children are faced with the increased language demands of formal education and the cumulative effects of academic struggle. For the 7-13% of children with impaired language skills, language treatments that are faster and more effective are urgently needed. This competing renewal addresses this need with a series of studies that translate basic research in statistical learning to treatment contexts. The Statistical Learning Framework posits children extract word meaning and grammatical structure from the distributional information contained in the language input they receive and accounts for rapid implicit language learning. The proposed studies take an experimental approach in which theoretically-motivated treatment factors are tested in two groups of children with poor language skills. “Late Talkers” are children (ages 2-3 years) who are identified by their very limited number of vocabulary words that they know and use. Preschool children with Developmental Language Disorder (ages 4-5 years) show marked deficits in the use of grammatical morphemes. We will directly address the issue of non-responders (i.e., children who make limited improvement despite treatment that is effective for others), a problem inherent to all treatment research. We leverage our previous findings to predict early in the treatment process which children are highly likely to be non-responders and propose an alternative treatment method that might be better suited to this subset of children. These studies represent the necessary work for principled language treatment that is supported by evidence, and can provide insights into the nature of learning in a range of children with poor language skills.