Co-occurence of Language and Attention Difficulties in Children

儿童语言和注意力困难的同时出现

• 批准号: 8458560
• 负责人: SEAN M REDMOND
• 金额: $ 24.79万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-05-01 至 2016-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8458560
• 关键词: Address; Age; Area; Attention; Attention deficit hyperactivity disorder; Behavior Disorders; Behavioral; Characteristics; Child; Child Behavior Checklist; Child Language; Clinical; Clinical Markers; Clinical Protocols; Clinical Services; Communities; Comorbidity; Data; Development; Diagnosis; Diagnostic; Diagnostic and Statistical Manual; Differential Diagnosis; Disease; Education; Evaluation; Funding; Funding Applicant; Goals; Health; Impairment; Justice; Language; Language Disorders; Link; Measures; Mediation; Mediator of activation protein; Modeling; Odds Ratio; Participant; Performance; Phase; Phenotype; Procedures; Psycholinguistics; Public Health; Reading; Reading Disabilities; Reference Standards; Reporting; Research; Resources; Risk; Risk Factors; Sampling; Sampling Studies; Sensitivity and Specificity; Services; Short-Term Memory; Special Education; Students; Symptoms; Syndrome; Testing; Therapeutic; Translations; Variant; base; brief screening; cost; diagnostic accuracy; indexing; public health relevance; research clinical testing; screening; skills; social; third grade

DESCRIPTION (provided by applicant): Funds are requested to support the second phase of an ongoing research initiative directed at clarifying the association of children's language impairments and attention deficits. In Phase 1, the psycholinguistic and socioemotional profiles of narrowly defined and independently verified clinical groups (SLI and combined-type ADHD) were investigated to identify key clinical markers which best differentiated attention deficits and language impairments form each other and form typical development (R03 DC008382). Phase 2 moves the initiative forward by examining variation associated with the two most efficient language indices across a larger age span and within a more diverse community-based sample. Nine hundred and twenty students will be administered a brief screening of their proficiencies with past tense marking and sentence recall (230 x K-3rd grade). Cutoff scores will be based on study sample's characteristics. Out of the pool of screened participants, 260 "low scoring" students (< 16th %ile) and 360 "average scoring" (> 15th %ile) will participate in confirmatory evaluations of their language, attention, reading, nonverbal, and working memory skills. Blinding procedures will be used to reduce examiner bias. The specific aims of the project are (1) to determine the adequacy of past tense- marking and sentence recall indices for identifying language impairments within a community based study sample of early elementary students. (2): to determine the risk of co-occurring attention deficits within students who have confirmed language impairments and (3): to evaluate different models of the association of language impairment and attention deficit among young children. The possibility that associations of language impairment and attention deficits might be different across grade groups will be examined. The proposed research impacts upon several key public health concerns. In addition to substantial familial and societal costs associated with addressing language impairments and attention deficits, both of these disorders have been shown to be contributors to long-standing academic, socioemotional, and vocational difficulties. Given the limited resources available to practitioners and the health risks associated with missed diagnosis, misdiagnosis, and untreated comorbidity, it is crucial that identification is accurate, efficient, and timely so children can receive the most benefit from therapeutic services.

描述（由申请人提供）：申请资金支持一项正在进行的研究计划的第二阶段，该计划旨在澄清儿童语言障碍和注意力缺陷之间的联系。在第一阶段，研究了狭义定义和独立验证的临床群体（SLI和复合型ADHD）的心理语言学和社会情感特征，以确定最能区分注意缺陷和语言障碍并形成典型发展的关键临床标志物（R03 DC008382）。第二阶段通过在更大的年龄跨度和更多样化的社区样本中检查与两种最有效的语言指数相关的变化来推进该计划。我们将对920名学生进行简单的过去时评分和句子回忆能力测试（230 × k -3年级）。分数线将基于研究样本的特征。在筛选的参与者中，260名“低分”学生（低于16%）和360名“平均分”学生（低于15%）将参与对他们的语言、注意力、阅读、非语言和工作记忆技能的验证性评估。盲法程序将用于减少审查员的偏见。该项目的具体目的是：(1)确定过去时标记和句子回忆指标是否足够，以识别基于社区的早期小学生的语言障碍研究样本。(2)：确定确认有语言障碍的学生同时发生注意缺陷的风险；(3)：评估幼儿语言障碍与注意缺陷关联的不同模型。语言障碍和注意力缺陷的关联可能会在不同年级的群体中有所不同。拟议的研究影响到几个关键的公共卫生问题。除了与解决语言障碍和注意力缺陷相关的大量家庭和社会成本外，这两种疾病已被证明是长期学术、社会情感和职业困难的原因。鉴于从业人员可获得的资源有限，以及与漏诊、误诊和未治疗的合并症相关的健康风险，准确、有效和及时的识别至关重要，这样儿童才能从治疗服务中获得最大利益。