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

确定可最大限度提高儿童语言治疗效果的治疗参数。

• 批准号: 10449762
• 负责人: MARY ALT
• 金额: $ 64.13万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10449762
• 关键词: 3 year old; Address; Adult; Age; Basic Science; Child; Early Intervention; Economics; Education; Expenditure; Face; Failure; Family; Fathers; Friendships; Generations; Goals; Grant; Health; Justice; Knowledge; Language; Language Development; Language Development Disorders; Language Disorders; Language Therapy; Laws; Learning; Literature; Mental Health; Methods; Nature; Nursery Schools; Occupations; Outcome; Outcome Study; Parents; Population; Preschool Child; Procedures; Publishing; Research; Rice; Schools; Semantics; Series; Societies; Special Education; Structure; System; Testing; Time; Training; Translating; Treatment Efficacy; Treatment Factor; Treatment outcome; Victimization; Vocabulary; Work; alternative treatment; base; clinical practice; effective therapy; experience; experimental study; improved; insight; language impairment; literacy; peer; skills; socioeconomics; statistical learning; statistics; success; treatment effect; treatment research

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 learners extract word meaning and grammatical structure from the language input they receive, and the statistical structure of the input accounts for rapid, implicit language learning. Six proposed studies translate statistical learning principles to a treatment context. 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 the very limited number of vocabulary words that they understand and use. Preschool children with Developmental Language Disorder (ages 4-5 years) show marked deficits in the use of grammatical morphemes. Parallel studies targeting vocabulary treatment (for Late Talkers) and morphosyntax treatment (for children with DLD) will test whether leveraging prior learning can improve treatment methods by making learning faster and more effective. We will also directly address the issue of non-responders (i.e., children who make limited improvement despite treatment that is effective for others), an unaddressed problem inherent to all treatment research. We leverage our previous findings to predict which children are highly likely to be non-responders and propose alternative treatment methods that might assist 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.

抽象的 语言技能差与众多的负面结果有关，从发脾气率较高 以及艰难的朋友失败，与司法系统接触并增加胜利。 尽管语言定义可能早在幼儿期，但有效的治疗可能不会早点开始 在这些孩子面对增加之前，缩小语言差距的时间相对较少 语言要求正规教育和学术斗争的累积影响。 7-13％ 语言技能受损的儿童，更快，更有效的语言治疗 需要。这种竞争的更新通过一系列研究来解决这一需求，这些研究将基础研究转化为 统计学习到治疗环境。统计学习框架认为学习者提取字 他们收到的语言输入的含义和语法结构以及输入的统计结构 考虑快速，隐性的语言学习。六项提出的研究将统计学习原理转化为 治疗环境。理论上动机的治疗因子在两组较差的儿童中进行了测试 语言技能。 “晚讲者”是孩子（2-3岁）的儿童 他们理解和使用的词汇单词。发育语言障碍的学龄前儿童 （4-5岁）表明使用语法形式的缺乏。平行研究靶向 词汇治疗（针对已故的说话者）和形态渠道治疗（对于患有DLD的儿童）将测试是否是否 利用先前的学习可以通过使学习速度更快，更有效地改善治疗方法。我们将 还直接解决了非反应者的问题（即，有限的改进目的地治疗的孩子 这对他人有效），这是一个未解决的问题，它继承了所有治疗研究。我们利用以前的 发现哪些儿童很可能是无反应者和建议替代治疗的发现 可能有助于这一子集的方法。这些研究代表了校长的必要工作 由证据支持的语言处理，可以提供有关在范围内学习本质的见解 语言技能差的儿童。