An Alternative Grammatical Treatment for Children with Language Impairment

针对语言障碍儿童的替代语法治疗

• 批准号: 8277197
• 负责人: Lizbeth H Finestack
• 金额: $ 13.46万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-06-07 至 2014-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8277197
• 关键词: 7 year old; Achievement; Address; Adolescence; Aftercare; Child; Clinical; Clinical Services; Communication impairment; Complex; Comprehension; Data; Discipline; Educational process of instructing; Evaluation; Exhibits; Frequencies; Goals; Impairment; Incidence; Individual; Instruction; Intellectual functioning disability; Intervention; Intervention Studies; Language; Language Development; Language Disorders; Lead; Learning; Life; Linguistics; Maintenance; Measures; Mission; Modeling; Monitor; Outcome; Participant; Pattern; Performance; Process; Public Health; Randomized; Reaction Time; Reading; Research; Research Personnel; Social Interaction; Techniques; Testing; Time; Unconscious State; Work; clinical practice; comparative efficacy; follow-up; improved; innovation; kindergarten; meetings; nervous system disorder; novel; post intervention; programs; response; skills; treatment duration

DESCRIPTION (provided by applicant): Current grammatical treatment approaches for children with primary language disorder (PLD) yield only moderately significant gains after extensive treatment periods and are thus, inadequate. It is estimated that approximately 14% of kindergarten children have PLD, which includes children who exhibit significant weaknesses in language despite failing to meet criteria for intellectual disability. PLD negatively impacts early language development and has long-term detrimental effects on social interactions, academic work, and lifelong achievement. One of the core language weaknesses of children with PLD is poor use of grammatical forms with such weak- nesses persisting well into adolescence. One reason for the long-term negative effects of PLD may be that cur- rent grammatical treatments are using ineffective teaching approaches. Traditional treatments use inductive approaches (e.g., providing models of problematic forms at a high frequency) in which the learner is expected to implicitly acquire and generalize target grammatical forms. Evidence exists in other language-related disciplines that the inclusion of an alternative deductive teaching approach is more effective than inductive approaches alone. Unlike traditional inductive approaches, deductive instruction aims to make the learner explicitly aware of the underlying language pattern by directly presenting the pattern or pedagogic rule. The goal of the proposed study is to compare the efficacy of a traditional inductive approach to an approach that incorporates deductive instruction. This study is an integral component of a program of research focused on identifying effective and efficient interventions for children with language impairment. It is predicted that a combined deductive-inductive (D-I) approach will positively engage children's metacognitive processing skills and will lead to greater grammatical learning by children with PLD than an inductive-only (I-O) approach. Guided by strong preliminary data, this prediction will be tested through four specific aims: (a) to determine if a D-I approach is more efficacious than an I-O approach when teaching novel grammatical forms; (b) to determine whether gains made following D-I instruction are maintained over time; (c) to determine whether a D-I approach is differentially effective when teaching three novel grammatical forms; and (d) to determine if a D-I approach is differentially effective at teaching children with PLD who do and do not have significant language comprehension deficits. To address these aims, 60 5- to 7-year old children with PLD will be randomly assigned to either a D-I or I-O treatment. Participants in both groups will have the opportunity to learn three novel grammatical inflections. Learning will be assessed in terms of accuracy and response times' immediately following and 1-week post- treatment. To date, the primary emphasis on language intervention has been on inductive approaches; there- fore, the proposed evaluation of an alternative intervention approach represents an innovative shift in current clinical practice. The incorporation of deductive approaches may prove to positively impact the long-term out- comes of children with PLD and result in a transformation in clinical services.

描述（由申请人提供）：目前的语法治疗方法与原发性语言障碍（PLD）的儿童只产生中度显着收益后，广泛的治疗期，因此，不足。据估计，约有14%的幼儿园儿童患有PLD，其中包括语言能力明显不足的儿童，尽管他们没有达到智力残疾的标准。PLD对早期语言发展产生负面影响，并对社会交往，学术工作和终身成就产生长期不利影响。PLD儿童的核心语言弱点之一是语法形式的使用不足，这种弱点一直持续到青春期。PLD产生长期负面影响的一个原因可能是当前的语法治疗使用的是无效的教学方法。传统的治疗方法使用诱导方法（例如，以高频率提供有问题的形式的模型），其中期望学习者隐含地获得和概括目标语法形式。其他语言相关学科的证据表明，采用另一种演绎教学法比单独采用归纳法更有效。与传统的归纳法不同，演绎教学旨在通过直接呈现模式或教学规则，使学习者明确地意识到潜在的语言模式。拟议的研究的目标是比较传统的归纳法的有效性，采用演绎教学的方法。这项研究是一项研究计划的一个组成部分，该计划的重点是确定有效和高效的干预措施，为语言障碍儿童。据预测，结合演绎归纳（D-I）的方法将积极从事儿童的元认知加工技能，并会导致更大的语法学习的儿童与PLD比归纳（I-O）的方法。在强有力的初步数据的指导下，这一预测将通过四个具体目标进行检验：（a）确定在教授新的语法形式时，D-I方法是否比I-O方法更有效;（B）确定D-I教学后的收益是否随着时间的推移而保持;（c）确定D-I方法在教授三种新的语法形式时是否有差异;（d）确定D-I方法在教授三种新的语法形式时是否有效。以及（d）确定D-I方法在教导有和没有明显语言理解缺陷的PLD儿童时是否有效。为了实现这些目标，60名5至7岁的PLD儿童将被随机分配到D-I或I-O治疗组。两组的参与者都将有机会学习三种新颖的语法变化。在治疗后即刻和治疗后1周，将根据准确性和反应时间评估学习情况。迄今为止，语言干预的主要重点是归纳法;因此，对替代干预方法的拟议评价代表了当前临床实践的创新转变。结合演绎法可能会对PLD儿童的长期结局产生积极影响，并导致临床服务的转变。