Production and Comprehension of Morphosyntax among Children with and without Developmental Language Disorder who speak non-Mainstream American English dialects

使用非主流美式英语方言的患有和不患有发育性语言障碍的儿童的形态句法的产生和理解

• 批准号: 10407444
• 负责人: Alison Hendricks
• 金额: $ 15.95万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10407444
• 关键词: Address; Affect; African American; American; Anxiety; Attention; Child; Communication impairment; Comprehension; Data; Development; Diagnosis; Disease; Early identification; Ensure; Exhibits; Foundations; Frequencies; Future; Genetic Transcription; Goals; Guidelines; Instruction; Intervention; Knowledge; Language; Language Development Disorders; Language Disorders; Linguistics; Longitudinal Studies; Mainstreaming; Measures; Mental Depression; Methodology; Methods; Minority; Modeling; Nursery Schools; Outcome; Pathologist; Pattern; Population; Preschool Child; Procedures; Production; Public Health; Reporting; Research; Resources; Risk; Sampling; School-Age Population; Schools; Services; Speech; Students; Testing; Time; Tungsten; Visual; Washington; Work; accurate diagnostics; base; comprehension test; conditioning; elementary school; experience; first grade; improved; innovation; kindergarten; language comprehension; language disorder diagnosis; literacy; minority children; novel; peer; public health priorities; recruit; second grade; service intervention; skills; social stigma; specific language impairment; theories

PROJECT SUMMARY/ABSTRACT 7-9% of children are affected by language disorders such as Developmental Language Disorder (DLD). DLD – the most common type of specific language impairment – results in difficulties with producing and understanding language despite otherwise normal development. Even with increased attention on early identification methods, as many as 70% of school-age children with DLD are not identified or receiving services to ensure they succeed (Adlof et al., 2017; Tomblin, et al., 1997). While DLD is often under-identified in mainstream American populations, both over-identification and under-identification are common in children who speak non-mainstream dialects, such as African American English (AAE) (Morgan et al., 2015; Seymour, Bland-Stewart, & Green, 1998). This leads to a serious problem in potentially misallocated treatment resources. Despite increased efforts to improve speech and language assessments for children who speak AAE, many speech-language pathologists working in schools report that they are not confident in determining whether children who speak non-mainstream dialects have communication disorders and report underutilizing effective assessment and intervention strategies (Hendricks & Diehm, under review). A new framework – Disorder within Diversity – utilizes comparisons between children with and without language disorders who speak the same dialects to improve identification and treatment of language disorders (Garrity & Oetting, 2010; Oetting & MacDonald, 2001; Oetting et al, 2013). To date, this framework has focused on language skills among preschool and kindergarten students, and less is known about language production and comprehension among school-age children with DLD. Research on students with typical language skills indicates that early elementary school is a pivotal time as students demonstrate significant changes in their use of morphosyntactic markers during first and second grades. Further, children who exhibit larger changes in their use of morphosyntax tend to have stronger language and literacy skills (see Washington et al., 2018 for a review). However, these associations have yet to be investigated in school-age children with language disorders. This project bridges two separate research traditions: research on preschool children with language disorders and research on school-age children with typical language skills. We examine morphosyntactic skills using a battery of complementary tasks, including well-established language sampling methods and innovative eyetracking methods. Our novel recruitment procedures and rigorous analytic approach are carefully tailored to address the research questions. The long- term goal of this research is to better understand how children who speak different dialects, including those with and without language disorders, acquire language. This new knowledge has the potential to broaden theories of language disorders to better capture experiences of diverse students and help clinicians make more accurate diagnostic decisions for children from culturally and linguistically diverse backgrounds.

项目摘要/摘要 7%-9%的儿童受到语言障碍的影响，如发育性语言障碍(DLD)。DLD- 最常见的一种特殊语言障碍--导致语言表达和理解困难 语言，尽管在其他方面发展正常。即使增加了对早期识别方法的关注， 多达70%的患有DLD的学龄儿童没有被识别或接受确保他们成功的服务 (Adlof等人，2017；Tomblin等人，1997)。虽然DLD在美国主流社会中往往被低估 在说非主流语言的儿童中，认同过度和认同不足的情况很常见 方言，如非裔美国人英语(AAE)(Morgan等人，2015；Seymour，Bland-Stewart，&Green，1998)。 这导致了潜在的不当分配治疗资源的严重问题。尽管加大了努力， 改善AAE儿童的言语和语言评估，许多言语语言病理学家 在学校工作的人报告说，他们没有信心确定说非主流语言的孩子 方言存在沟通障碍，并报告未充分利用有效的评估和干预 战略(Hendricks&Diehm，正在审查中)。一种新的框架--多样性中的混乱--利用 说同一种方言的语言障碍儿童与非语言障碍儿童的对比研究 语言障碍的识别和治疗(Garrity&Oting，2010；Oting&MacDonald，2001 等人，2013年)。到目前为止，这一框架侧重于学龄前和幼儿园学生的语言技能， 对患有DLD的学龄儿童的语言产生和理解知之甚少。 对具有典型语言技能的学生的研究表明，小学早期是一个关键时期，因为 在第一和第二阶段，学生对形态句法标记的使用发生了显著的变化 成绩。此外，在形态句法使用方面表现出较大变化的儿童往往具有更强的语言能力 和识字技能(参见华盛顿等人，2018年的评论)。然而，这些联系还有待于 对有语言障碍的学龄儿童进行调查。这个项目连接了两个独立的研究 传统：学龄前语言障碍儿童研究和学龄儿童语言障碍研究 典型的语言技能。我们使用一系列补充任务来检验形态合成技能，包括 成熟的语言采样方法和创新的挑眼方法。我们的新奇招聘 程序和严格的分析方法是精心设计的，以解决研究问题。长的- 这项研究的学期目标是更好地了解说不同方言的儿童，包括那些有 在没有语言障碍的情况下，习得语言。这一新知识有可能拓宽 语言障碍，以更好地捕捉不同学生的经历，帮助临床医生更准确地做出 为来自不同文化和语言背景的儿童作出诊断决定。