Psycholinguistic and Socioemotional Profiling of SLI and ADHD

描述（由申请人提供）：接受治疗服务的儿童同时出现语言障碍和注意力缺陷已被充分记录，但这种并发症的性质知之甚少。组间设计是这种关联的主要基础，将受影响儿童目标组的表现与发育正常儿童对照组的表现进行比较;但是，在此情况下，关于特定语言障碍（SLI）和注意缺陷多动障碍（ADHD）的症状特异性的最新研究结果这表明，与这两种高度流行的疾病相关的心理语言和社会情感特征之间的直接比较是及时和迫切需要的。要求提供资金，以支持旨在澄清注意力缺陷和语言障碍之间关系的研究倡议的第一阶段。正在考虑的假设是，有独特的心理语言和社会情感的档案与SLI和ADHD（c.f.雷德蒙& Rice，1998; 2002; Rice，2003; Tannock & Schachar，1996）。在拟议的项目中，区分SLI和ADHD的可行性将通过严格定义的临床组来确定。60名7-8岁的儿童，代表20名SLI儿童，20名ADHD儿童和20名典型发育（TD）儿童将参加。三个具体目标将被解决：目标1：比较儿童SLI，儿童多动症，TD儿童的心理语言能力。目的2：比较SLI儿童、ADHD儿童和TD儿童的执行功能。目的3：比较SLI儿童、ADHD儿童和TD儿童的社会情绪特征。儿童的心理语言能力将使用紧张标记，非单词重复，句子回忆和叙事生产既定协议进行评估。儿童的执行功能将使用非语言的连续性能任务进行评估。行为评定量表和自我报告措施将被用来评估儿童的社会情绪状态。直接比较SLI和ADHD的神经系统学将使我们更好地理解与每种疾病相关的表型边界。鉴于误诊相关的学术和社会风险以及未治疗的合并症相关的不良预后，本研究影响了几个关键的公共卫生问题。

DESCRIPTION (provided by applicant): The co-occurrence of language impairments and attention deficits in children receiving therapeutic services has been well-documented, but the nature of this comorbidity is poorly understood. Between-group designs have been the primary basis for this association, where the performance of a target group of affected children was compared to a control group of typically developing children; however, recent findings of symptom specificity for both specific language impairment (SLI) and Attention Deficit/Hyperactivity Disorder (ADHD) suggest that direct comparisons between the psycholinguistic and socioemotional characteristics associated with these two highly prevalent disorders are timely and urgently needed. Funds are requested to support the first phase of a research initiative directed at clarifying the relationship between attention deficits and language impairment. Under consideration is the hypothesis that there are distinctive psycholinguistic and socioemotional profiles associated with SLI and ADHD (c.f. Redmond & Rice, 1998; 2002; Rice, 2003; Tannock & Schachar, 1996). In the proposed project, the feasibility of differentiating SLI from ADHD will be established using narrowly defined clinical groups. Sixty 7-8 year old children, representing 20 children with SLI, 20 children with ADHD and 20 children with typical development (TD) will participate. Three specific aims will be addressed: Aim 1: To compare the psycholinguistic proficiency of children with SLI, children with ADHD, and children with TD. Aim 2: To compare executive functioning in children with SLI, children with ADHD and children with TD. Aim 3: To compare the socioemotional profiles of children with SLI, children with ADHD, and children with TD. Children's psycholinguistic proficiency will be evaluated using established protocols for tense marking, non-word repetition, sentence recall, and narrative production. Children's executive functioning will be evaluated using a non-verbal continuous performance task. Behavioral rating scales and self-report measures will be used to assess children's socioemotional status. Direct comparisons of SLI and ADHD symptomotology will sharpen our understanding of the phenotypic boundaries associated with each disorder. Given the academic and social risks associated with misdiagnosis and the poor prognosis associated with untreated comorbidity, this research impacts upon several key public health concerns.