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

语言障碍、注意力缺陷及其共现的发展过程

• 批准号: 10436933
• 负责人: SEAN M REDMOND
• 金额: $ 32.41万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-10 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10436933
• 关键词: Address; Affect; Age; Age-Years; Area; Attention deficit hyperactivity disorder; Attentional deficit; Behavior; Behavior assessment; Behavioral; Behavioral Symptoms; Blinded; Case-Control Studies; Child; Child Behavior Checklist; Childhood; Clinical; Collection; Communication; Consensus; Data; Development; Developmental Course; Differential Diagnosis; Disease; Goals; Growth; Health; Healthcare Systems; Hyperactivity; Impulsivity; Individual; Investigation; Judgment; Language; Language Development; Language Disorders; Linguistics; Link; Matched Group; Memory; Nature; Neurodevelopmental Disorder; Outcome; Participant; Pharmacology; Positioning Attribute; Procedures; Public Health; Reporting; Reproducibility; Research; Risk; Risk Factors; Schedule; Secondary Prevention; Siblings; Source; Standardization; Students; Symptoms; Syndrome; Theoretical model; Translating; Vocabulary; clinical practice; comorbidity; executive function; inattention; indexing; innovation; intervention effect; language impairment; preadolescence; protective factors; sex; specific language impairment; syntax; temporal measurement

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.

项目总结/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。 一些报告进一步指出，这两种常见疾病也可能经常同时发生。账户 为什么语言障碍和注意力缺陷的发生率很高， 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。是 也不清楚是否共同发生的语言障碍和注意力缺陷代表不同的形式或 语言障碍的单独亚型。拟议的研究通过开展平行的 特殊语言儿童语言发育和行为症状进展的调查 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 初始组之间在词汇量、非文字记忆和句法增长方面存在显著差异 轨迹(2)：以确定是否有显着差异组之间的ADHD和执行 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儿童的全同胞中的行为症状。该项目 具有独特的地位，可以记录导致新病例发生的风险因素， 7至11岁年龄段的ADHD/SLI以及有助于改善的潜在保护因素 儿童的最初症状。与研究战略相关的重要创新包括使用 临床指标已经审查了模糊症状的威胁，兄弟姐妹数据的收集， 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。实验控制到位，以加强内部有效性和再现性 包括定期安排可靠性和保真度检查，每次测量时的盲法评估， 组匹配。该研究提出了对几个关键公共卫生问题的影响。SLI和ADHD 影响着美国数百万学生，两者都与长期的学术、人际交往、 职业和健康风险。因此，从公共卫生的角度来看， 识别、鉴别诊断和综合管理这两种常见的神经发育 疾病将转化为可观的社会效益。