Improving the clinical utility of preschool language sample analysis

提高学前语言样本分析的临床实用性

• 批准号: 10220936
• 负责人: NAN BERNSTEIN RATNER
• 金额: $ 36.08万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10220936
• 关键词: 5 year old; 6 year old; African American; Age; American; Archives; Automobile Driving; Benchmarking; Child; Child Language; Clinical; Computer software; Consumption; Cross-Sectional Studies; Data; Databases; Development; Developmental Delay Disorders; Developmental Disabilities; Disadvantaged; Disease; Early Diagnosis; Early identification; Educational Models; Evaluation; Face; Gender; Growth; Impairment; Individual; Intervention; Language; Language Delays; Language Development; Language Disorders; Language Tests; Length; Life; Linguistics; Mainstreaming; Measures; Modeling; Nursery Schools; Pathologist; Performance; Preschool Child; Procedures; Process; Property; Protocols documentation; Psychometrics; Reference Values; Research; Resources; Sample Size; Sampling; Services; Social Class; Socioeconomic Status; Speech; Speed; Standardization; Sum; Surveys; System; Testing; Time; Training; Translating; Variant; Vocabulary; Work; aged; base; child services; clinical decision-making; clinical practice; clinically relevant; data exchange; data repository; developmental disease; falls; girls; improved; indexing; instrument; lexical; novel; programs; service intervention; skill acquisition; skills; sound; syntax; treatment planning

Project Summary Language testing of preschool-aged children is important in the identification of a wide range of developmental disabilities. Particularly when children are between one and five years of age, it is critical to supplement standardized tests with analysis of a naturalistic language sample (Language Sample Analysis, LSA), using a broad set of lexical and grammatical measures developed over the past forty years. Clinical training emphasizes the importance of using such measures in clinical decision- making. Unfortunately, this type of analysis is time-consuming, and clinicians often perform only a cursory analysis. Additionally, the psychometric properties of most of these language sample analysis (LSA) measures are quite weak, primarily because relatively few children, all of whom spoke mainstream English (rather than common dialects such as African-American English [AAVE], contributed to the development of reference scores. This situation is undesirable given educational mandates requiring that developmental assessment be done using valid, reliable and unbiased instruments and procedures. This project will utilize data from over 1500 children’s language samples compiled and curated at the Child Language Data Exchange System (CHILDES) open research data repository (www.childes.talkbank.org ) to validate, extend and strengthen the psychometric properties of LSA measures, for use in clinical and educational practice. We will integrate findings from large cross- sectional corpora with smaller numbers of children followed intensively over early development to verify trajectories in the mastery of a broad array of conventionally used LSA measures. Additional aims include development of dialect-sensitive measures and reference values, as well as those specific to gender, since current reference values may disadvantage girls. We will additionally explore impacts of socio-economic status on LSA values. Weak “norms”, dialect variation, gender and social class may significantly impact appropriate referral for clinical and educational services and we attempt to remediate this. We will validate our resulting “norms” by examining the accuracy with which they correctly classify an additional set of corpora from children with known developmental delays, including AAVE speakers. In sum, this initiative will translate a large body of primary research data gathered in the study of children’s typical mastery of expressive language skills to a freely-available utility that may be used by practicing clinicians to more easily, accurately and fairly identify preschool children in need of intervention services.

项目摘要 学龄前儿童的语言测试在识别广泛的语言障碍方面很重要 发育障碍。特别是当孩子在一岁到五岁之间的时候，它是 用对自然语言样本(语言)的分析来补充标准化测试至关重要 样本分析，LSA)，使用过去开发的一组广泛的词汇和语法度量 四十年了。临床培训强调在临床决策中使用这些措施的重要性- 制作。不幸的是，这种类型的分析是耗时的，临床医生通常只进行 粗略的分析。此外，这些语言的心理测量学特性大部分都是样本分析 (LSA)措施相当薄弱，主要是因为相对较少的儿童，他们都发言 主流英语(而不是通用方言，如非裔美国人英语[AAVE]) 参考分数的发展。考虑到教育任务，这种情况是不可取的。 要求使用有效、可靠和公正的工具进行发展评估； 程序。 该项目将利用来自1500多个儿童语言样本的数据，这些样本由 儿童语言数据交换系统(CHILDES)开放研究数据库 (www.Childes.talkbank.org)以验证、扩展和加强LSA的心理测量学特性 用于临床和教育实践的措施。我们将整合来自大型交叉项目的研究结果 儿童人数较少的分段语料库在早期发育过程中密集跟踪 验证掌握一系列常规使用的LSA指标的轨迹。其他目标 包括制定对方言敏感措施和参考值，以及针对 性别，因为目前的参考值可能使女孩处于不利地位。此外，我们还将探讨 社会经济地位对LSA价值的影响。弱“规范”、方言变异、性别和社会阶层可能 显著影响临床和教育服务的适当转诊，我们尝试 补救这件事。我们将通过检查它们的准确性来验证我们得到的“规范” 正确分类已知发育迟缓儿童的另一组语料库，包括 AAVE扬声器。 总而言之，这项倡议将把研究中收集的大量主要研究数据转化为 儿童对表现性语言技能的典型掌握，以及可自由使用的实用程序 执业临床医生更容易、准确和公平地识别有需要的学龄前儿童 干预服务。