Disorder within Dialects: An Expanded Test of Tense and Agreement in Sentence Recall for Children with DLD

方言中的障碍：患有 DLD 的儿童句子回忆中的时态和一致性的扩展测试

• 批准号: 10502000
• 负责人: Janet L McDonald
• 金额: $ 60.83万
• 依托单位: LOUISIANA STATE UNIV A&M COL BATON ROUGE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10502000
• 关键词: Address; African American; African American population; Agreement; Area; Assessment tool; Case-Control Studies; Child; Childhood; Clinical; Communities; Data; Data Analyses; Deep South; Development; Diagnostic; Diagnostic tests; Disease; Fright; Funding; Grant; Heterogeneity; Intelligence; Language; Language Development Disorders; Language Disorders; Linguistics; Mainstreaming; Memory; Methods; National Institute on Deafness and Other Communication Disorders; Nature; Outcome; Play; Population; Psycholinguistics; Reduce health disparities; Research; Rural; Sampling; Short-Term Memory; Strategic Planning; Structure; System; Testing; United States National Institutes of Health; Variant; Vocabulary; Work; accurate diagnostics; clinical practice; diagnostic accuracy; disparity reduction; first grade; health disparity; individualized medicine; innovation; kindergarten; novel; phonology; recruit; suburb; syntax

Project Summary Tense and agreement (T/A) deficits are routinely assessed and treated when children with Developmental Language Disorder (DLD) speak mainstream dialects of English and other languages, yet these grammar structures are typically excluded from clinical practice when children with DLD speak a nonmainstream dialect of English, such as African American English (AAE) or Southern White English (SWE). Excluding such structures is grounded in a fear of misinterpreting a child's nonmainstream dialect forms as a disorder, yet this practice leads to a disparity in the structures that can be assessed and treated across dialects. Fortunately, in a recent NIH-funded study conducted in the Deep South, we created a novel dialect-informed and strategically scored sentence recall task targeting T/A, and this task differentiated children with and without DLD within AAE and SWE with relatively high levels of accuracy1. These results call for a paradigm shift and the inclusion of T/A structures within clinical practice for all children. The next step toward bringing a dialect-informed and strategically scored sentence recall task targeting T/A to clinicians involves testing its ecological validity with children who present an expanded range of dialectal and psycholinguistic profiles. In addition, there is a need to systematically test the T/A structures within the task in different syntactic frames and evaluate the strategic scoring approach to further understand and maximize their contribution to diagnostic outcomes. Finally, theoretical questions exist as to why sentence recall might be a good discriminator of children with and without DLD across dialects, with one possibility being that this task interfaces with additional abilities that differentiate these groups beyond children's T/A systems, such as their vocabulary, working memory, and phonological short-term memory2,3. If so, we need to know if sentence recall interfaces with these abilities differentially depending on a child's clinical status and/or dialectal profile. Working within an innovative Disorder within Dialects framework, the proposed project seeks to further test the diagnostic accuracy and theoretical basis of a sentence recall task targeting T/A by: recruiting children who produce an expanded range of AAE and SWE (Aim 1); including children who present an expanded range of nonverbal IQ scores (Aim 2); testing each T/A form in a variety of syntactic frames and evaluating the scoring approach to optimize the task (Aim 3a and 3b); and testing between dialects and clinical groups, the relationship between the children's sentence recalls, their T/A systems, and their other psycholinguistic abilities (Aim 4). To achieve these aims, we will collect data from children with and without DLD in kindergarten and 1st grade in six different dialect communities (AAE: rural, suburban, urban; SWE: rural, suburban, urban). The proposed work will be the first of its kind to detail the dialectal and psycholinguistic variation that exists between and within AAE- and SWE-speaking children who live in the Deep South and evaluate with rigor a sentence recall task targeting T/A for these children.

项目摘要 紧张和协议（T/A）的缺陷是常规评估和治疗时，儿童与 发展性语言障碍（DLD）说英语和其他语言的主流方言，但这些 当DLD儿童说非主流语言时，语法结构通常被排除在临床实践之外 英语方言，如非洲裔美国人英语（AAE）或南方白色英语（SWE）。排除此类 结构的基础是害怕误解一个孩子的非主流方言形式作为一种障碍，但这 实践导致了可以在不同方言之间评估和处理的结构上的差异。幸运的是， 最近在美国国家卫生研究院资助的一项研究在南方腹地进行，我们创造了一个新的方言知情和战略 以T/A为目标的句子回忆任务，该任务区分了AAE中有DLD和无DLD的儿童 和SWE具有相对较高的准确度1。这些结果要求进行范式转换，并纳入T/A 在临床实践中为所有儿童提供服务。 下一步是将方言信息和策略性得分的句子回忆任务定位于 临床医生的T/A涉及到测试其生态有效性与儿童谁提出了扩大范围的方言 和心理语言学方面的资料此外，需要系统地测试任务中的T/A结构 在不同的句法框架，并评估战略评分方法，以进一步了解和最大限度地提高 对诊断结果的贡献。最后，理论上的问题存在，为什么句子回忆可能是 一个很好的跨方言的DLD儿童和非DLD儿童的样本，其中一种可能性是，这项任务 具有额外能力的界面，这些能力使这些群体超越了儿童的T/A系统，例如他们的 词汇、工作记忆和语音短时记忆2，3.如果是这样，我们需要知道句子是否能回忆起来 根据儿童的临床状况和/或方言概况，这些能力的接口有差异。 在一个创新的方言框架内工作，拟议的项目旨在进一步 测试以T/A为目标的句子回忆任务的诊断准确性和理论基础：招募儿童 AAE和SWE（目标1）范围扩大的儿童;包括范围扩大的儿童 非语言智商分数（目标2）;在各种句法框架中测试每个T/A形式，并评估得分 优化任务的方法（目标3a和3b）;以及测试方言与临床群体之间的关系， 儿童的句子回忆，他们的T/A系统，和他们的其他心理语言能力之间的关系（目标4）。到 为了实现这些目标，我们将在六年内从幼儿园和一年级的DLD儿童和非DLD儿童中收集数据， 不同的方言社区（AAE：农村，郊区，城市; SWE：农村，郊区，城市）。拟议工作 将是第一个详细介绍AAE之间和AAE内部存在的方言和心理语言学差异的同类作品- 和生活在美国南方腹地的说瑞典语的孩子，他们对句子回忆任务的评估很严格， T/A为这些孩子。