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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

基本信息

批准号：
10840717
负责人：
NAN BERNSTEIN RATNER
金额：
$ 35.36万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10840717
关键词：
Achievement Adult Age Age Months Archives Behavior Child Child Language Child Rearing Childhood Clinical Cognitive Complex Computer Assisted Data Development Diagnosis Diagnostic Sensitivity Disease Early Diagnosis Early identification Equipment and supply inventories Etiology Frequencies Grant Growth Health Impaired cognition Impairment Individual Infant Intervention Knowledge Laboratories Language Language Delays Language Development Learning Skill Length Measurable Measures Methods Modeling Morphology Mothers Motor Nursery Schools Oral Outcome Pattern Productivity Prognosis Records Recovery Resources Risk Sampling Sensory Speech Standardization Statistical Models Structure System Techniques Testing Time Toddler Vocabulary Vocation Work cognitive skill cohort design effective intervention experience improved improved outcome indexing kindergarten language impairment lexical longitudinal analysis motor impairment outcome prediction parent grant peer phonology phrases prospective recruit response skills social statistical learning syntax tool

项目摘要

Project Summary Late talking (LT; late emergence of expressive language skill) in the absence of obvious primary perceptual, cognitive or motor impairment, is a serious developmental condition that may lead to academic, social and vocational handicap. While a majority of LTs appear to recover, many do not “catch up” and predicting why outcomes differ has been elusive. This supplemental application seeks to use a subset of the data being analyzed by the parent grant to perform a variety of longitudinal analyses of speech and language growth in late talkers (LTs) compared with typically-developing (TD) peers. Its overarching aim is to detect skills prior to and at roughly 24 months of age that may predict which children recover from late onset of expressive language and which children will experience lasting expressive language impairment. Our approach includes tracking the following sets of skills/behaviors from 24 to ~ 60 months of age in a combined cohort of > 70 LTs (and their TD peers). Of the LT children, roughly one-third remained persistently delayed by kindergarten entry, while 2/3 recovered to within the TD range of achievement. We examine: 1) growth in phonological inventory and syllable structure development; 2) recast behaviors by parents and the children’s responses to such recasts; 3) growth in expressive vocabulary diversity using a recently re-validated measure of lexical development; 4) differences in expressive phrase structure development, as measured by the Index of Productive Syntax, as potential predictors of more favorable outcome from LT. We will also examine whether infant speech segmentation and statistical learning skills assessed before 12 months of age in an additional sub-corpus followed by the parent grant were predictive of recovery from LT. A final analysis will examine the relationship of nonword repetition (NWR) at 24 months of age to later expressive language skills. Factors that appear to influence outcome of LT will be incorporated into a statistical model that best captures individual risk for persistence and recovery. Results will enable better and earlier identification of children for whom more intensive and targeted intervention is warranted. Further, understanding which skills appear to predict recovery will enable more informed language intervention targets and methods.

项目总结