DISCRIMINATING SLI AND APD IN SCHOOL-AGE CHILDREN

学龄儿童 SLI 和 APD 的区别

• 批准号: 6889132
• 负责人: CAROL A MILLER
• 金额: $ 6.71万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6889132
• 关键词: auditory stimulus; behavior test; behavioral /social science research tag; child psychology; clinical research; communication disorder diagnosis; diagnosis quality /standard; disease /disorder classification; functional ability; human subject; language; language disorders; memory; mental disorder diagnosis; middle childhood (6-11); neural information processing; perception disorder; performance; psychomotor function; reading; sound perception; statistics /biometry; stimulus /response; visual stimulus

DESCRIPTION (provided by applicant): Children with specific language impairment (SLI) and children with auditory processing disorder (APD) often present with poor skills in expressive and/or receptive language and reading. Given the overlap in behavioral symptoms between APD and SLI, clinicians and researchers are faced with an important question. Is APD a construct that is theoretically and practically distinct from SLI? The answer to this question has important implications for the assessment and treatment of children with oral and written language difficulties. The long-term goal of this research is to determine if and how SLI and APD can be distinguished. In the proposed study, children with SLI and children with APD will be compared on behavioral measures of receptive and expressive language, reading, verbal and visual working memory, nonverbal cognitive processing, motor skills, and auditory processing of speech and nonspeech stimuli. The clinical groups will be identified by speech-language pathologists and audiologists, so that we may understand how the diagnostic classifications made by practitioners relate to performance on the test battery. Discriminant function analysis will be used to determine which variables best discriminate children with SLI and children with APD. In addition, cluster analysis will be used to determine whether the sample can best be characterized as consisting of two, three, or more groups, and if these groups correspond to the diagnostic classifications. The results of this study will provide descriptive data regarding the performance of children with SLI and APD on a wide range of linguistic and nonlinguistic tasks, data regarding characteristics which distinguish children with SLI and APD, and data regarding the best way to categorize children with SLI and APD. The results will form the foundation for further research employing larger, more stringently selected samples and both behavioral and electrophysiological measures.

描述（由申请人提供）：具有特定语言障碍的儿童（SLI）和具有听觉处理障碍的儿童（APD）通常具有表现力和/或接受语言和阅读技能较差的儿童。鉴于APD和SLI之间的行为症状重叠，临床医生和研究人员面临着一个重要的问题。 APD在理论上和实际上与SLI不同吗？这个问题的答案对口服和书面语言困难的儿童的评估和治疗具有重要意义。这项研究的长期目标是确定是否以及如何区分SLI和APD。在拟议的研究中，将在接受和表达语言的行为度量，阅读，言语和视觉工作记忆，非语言认知处理，运动技能以及语音和非语音刺激的听觉处理中进行比较的患有SLI和APD儿童的儿童。临床组将由语音语言病理学家和听力学家确定，以便我们可以理解从业人员进行的诊断分类与测试电池上的性能有关。判别功能分析将用于确定哪些变量最能判断患有SLI的儿童和患有APD的儿童。此外，将使用聚类分析来确定样品是否最佳地表征为由两个，三个或更多组组成，以及这些组是否与诊断分类相对应。这项研究的结果将提供有关SLI和APD儿童在各种语言和非语言任务上的表现的描述性数据，有关区分SLI和APD儿童的特征的数据以及有关将SLI和APD分类的最佳方法的数据。结果将构成进一步研究采用更大，更严格选择的样本以及行为和电生理学措施的基础。