Dissociating verbal mediation and executive function in children with developmental language disorder

发展性语言障碍儿童的言语调解与执行功能分离

• 批准号: 10551208
• 负责人: Lauren Scheiper Baron
• 金额: $ 7.63万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-14 至 2024-01-13
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10551208
• 关键词: Address; Adult; Affect; Behavior; Behavioral; Brain; Child; Clinical; Clinical assessments; Cognitive; Cues; Data; Detection; Development; Dissociation; Electroencephalography; Electrophysiology (science); Environment; Event-Related Potentials; Executive Dysfunction; Foundations; Functional Magnetic Resonance Imaging; Goals; Impairment; Imprisonment; Individual; Intervention; Investigation; Knowledge; Language; Language Development Disorders; Leadership; Measures; Mediation; Mentorship; Methodology; Methods; Monitor; Occupational; Outcome; Outcome Study; Pattern; Performance; Play; Problem Solving; Procedures; Process; Productivity; Quality of life; Research; Research Activity; Resources; Role; Scalp structure; School-Age Population; Students; System; Task Performances; Testing; Training; Training Activity; Update; Work; Writing; aged; behavior measurement; cognitive process; cost; elementary school; emotional distress; executive function; improved; innovation; mental set; negative affect; neural; operation; prevent; response; skills; social; temporal measurement; verbal

PROJECT SUMMARY Developmental language disorder (DLD) is a highly prevalent impairment in the use and understanding of spoken and written language that contributes to poor academic outcomes and social-emotional distress. Research suggests that executive function, a set of skills responsible for controlling and monitoring cognitive resources, is also impaired in children with DLD. However, executive function task performance is often facilitated by verbal mediation, or the use of language through internal self-talk to guide behavior. Given evidence that verbal mediation is limited in children with DLD, it is difficult to discern whether poor performance on executive function tasks is due to ineffective verbal mediation, weak executive function, or both. The presence of co-occurring deficits can obscure assessment results and lead to the implementation of ineffective interventions. The long- term goal of this work is to improve assessment and intervention for children with DLD by addressing the critical gap in knowledge about the relations between language and executive function skills. The objective of this project is to dissociate the effects of verbal mediation and executive function on a shifting task in school-aged children with DLD and typical development (TD). Shifting is the ability to alternate between operations or mental sets, and it is critical for planning and problem solving in an academic environment. Aim #1 will examine the effect of verbal mediation on shifting task performance using behavioral measures of switch cost, or the slowing of response following a shift cue, under conditions that allow or prevent the use of verbal mediation. We hypothesize that when verbal mediation is prevented, switch costs will increase for children with TD and stay the same or decrease for children with DLD. This pattern would indicate that ineffective verbal mediation is contributing to poor shifting task performance in children with DLD. Aim #2 will isolate the effect of executive function on shifting task performance using temporally sensitive event-related potentials (ERPs) extracted from electroencephalography (EEG) recorded from the scalp. The project will capitalize on a well-studied ERP marker of shift detection, the cue-P3. We predict that children with DLD will show increased activation of the executive system reflected in an equally large brain response (i.e., large amplitude of the cue-P3) when shifting is needed and when it is not. This pattern would be consistent with previous findings in individuals with a weak executive control system. The proposed project will provide the PI with training in using EEG methodology, analyzing ERP data, establishing a productive and independent line of research, and improving grantsmanship and leadership skills. The proposed research and training activities will take place in an exceptional scientific environment with a highly accomplished mentorship team. Findings from the proposed work will have a positive impact on clinical assessment by encouraging systematic appraisal of how verbal mediation affects commonly used tests of executive function. The outcomes of this study will also impact future research on interventions targeting verbal mediation strategies for children with DLD and executive function challenges.

项目概要 发展性语言障碍（DLD）是一种在使用和理解口语方面非常普遍的障碍 导致学业成绩不佳和社交情感困扰的书面语言。研究 表明执行功能是一组负责控制和监控认知资源的技能 患有 DLD 的儿童也会受到损害。然而，执行功能任务的执行通常是通过言语来促进的。 调解，或者通过内部自言自语来使用语言来指导行为。鉴于口头证据 DLD 儿童的调解能力有限，很难判断执行功能是否表现不佳 任务的完成是由于无效的言语调解、执行功能薄弱或两者兼而有之。共现的存在 缺陷可能会掩盖评估结果并导致实施无效的干预措施。长- 这项工作的长期目标是通过解决关键问题来改善对 DLD 儿童的评估和干预 关于语言和执行功能技能之间关系的知识差距。该项目的目标 旨在分离言语调解和执行功能对学龄儿童任务转移的影响 具有 DLD 和典型开发 (TD)。转变是在操作或心理设置之间交替的能力， 这对于学术环境中的规划和问题解决至关重要。目标 #1 将检验以下效果： 使用转换成本的行为测量或减缓任务绩效来进行口头调解 在允许或禁止使用言语调解的条件下，根据轮班提示做出反应。我们假设 当言语调解被阻止时，TD 儿童的转换成本将增加并保持不变，或者 患有 DLD 的儿童则减少。这种模式表明无效的言语调解会导致 DLD 儿童的转移任务表现较差。目标 #2 将隔离执行功能对转变的影响 使用从中提取的时间敏感事件相关电位（ERP）来评估任务绩效 从头皮记录的脑电图（EEG）。该项目将利用经过深入研究的 ERP 标记 移位检测的提示-P3。我们预测患有 DLD 的儿童的执行能力会增强 当需要换档时，系统反映在同样大的大脑反应（即，提示 P3 的大幅度） 以及何时不是。这种模式与之前对执行力较弱的个人的研究结果是一致的 控制系统。拟议的项目将为 PI 提供使用 EEG 方法、分析 ERP 的培训 数据，建立高效且独立的研究路线，并提高资助能力和领导力 技能。拟议的研究和培训活动将在特殊的科学环境中进行 一支卓有成就的导师团队。拟议工作的结果将对临床产生积极影响 通过鼓励系统评估言语调解如何影响常用测试来进行评估 执行职能。这项研究的结果也将影响未来针对言语干预的研究 针对患有 DLD 和执行功能挑战的儿童的调解策略。