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 当儿童患有紧张和一致(T/A)缺陷时，通常会进行评估和治疗 发展性语言障碍(DLD)使用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，如非裔美国人英语(AAE)或南方白人英语(SWE)。不包括该等 结构是基于害怕将儿童的非主流方言形式误解为一种障碍，然而这一点 实践导致了可以在不同方言中评估和处理的结构的差异。幸运的是，在一个 最近由美国国立卫生研究院资助的一项在南方腹地进行的研究，我们创造了一种新的方言--知情的和有策略的 以T/A为目标的句子回忆任务得分，这项任务区分了AAE中有无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，并将T/A纳入其中 在所有儿童的临床实践中的结构。 下一步是引入方言知识和战略性评分的句子回忆任务，目标是 对于临床医生来说，T/A涉及到对表现出更大范围方言的儿童进行生态有效性测试 和心理语言学方面的资料。此外，还需要系统地测试任务中的T/A结构 在不同的句法框架下对策略评分方法进行评估，以进一步理解和最大化 他们对诊断结果的贡献。最后，理论上存在的问题是为什么句子召回 一个很好的区分不同方言中患有和不患有DLD的儿童的指标，一种可能性是这项任务 与儿童T/A系统之外区分这些群体的其他能力的接口，例如他们的 词汇、工作记忆和语音短期记忆2、3。如果是这样的话，我们需要知道句子是否还记得 根据儿童的临床状态和/或方言特征，这些能力会有不同的影响。 在方言框架内的创新混乱中工作，拟议的项目寻求进一步 通过招募儿童来测试针对T/A的句子回忆任务的诊断准确性和理论基础 生产范围扩大的AAE和SWE(目标1)；包括呈现扩大范围的儿童 非语言智商得分(目标2)；在不同的句法框架中测试每种T/A形式并评估得分 优化任务的方法(目标3a和3b)；并测试方言和临床小组之间的关系 儿童的句子回忆、T/A系统和其他心理语言能力之间的关系(目标4)。至 为了达到这些目标，我们将收集幼儿园和六年级一年级有无学习障碍儿童的数据 不同的方言社区(AAE：农村、郊区、城市；SWE：农村、郊区、城市)。拟议中的工作 将是第一个详细说明AAE之间和AAE内部存在的方言和心理语言差异的人- 和说SWE的儿童，他们生活在南方腹地，严格评估句子回忆任务的目标 对这些孩子来说是T/A。