Dissociating verbal mediation and executive function in children with developmental language disorder

发展性语言障碍儿童的言语调解与执行功能分离

• 批准号: 10726532
• 负责人: Lauren Scheiper Baron
• 金额: $ 0.25万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-11-01 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10726532
• 关键词: Address; Adult; Affect; Behavior; Behavioral; Brain; Child; Clinical; Clinical assessments; Cognitive; Cues; Data; Detection; Development; Dissociation; Electroencephalography; Electrophysiology (science); Environment; Event-Related Potentials; Executive Dysfunction; Foundations; Functional Magnetic Resonance Imaging; Goals; Impairment; Imprisonment; Individual; Intervention; Investigation; Knowledge; Language; Language Development Disorders; Leadership; Measures; Mediation; Mentorship; Methodology; Methods; Monitor; Occupational; Outcome; Outcome Study; Pattern; Performance; Play; Problem Solving; Procedures; Process; Productivity; Quality of life; Research; Research Activity; Resources; Role; Scalp structure; School-Age Population; Students; System; Task Performances; Testing; Training; Training Activity; Update; Work; Writing; aged; behavior measurement; cognitive process; cost; elementary school; emotional distress; executive function; improved; innovation; mental set; negative affect; neural; operation; prevent; response; skills; social; temporal measurement; verbal

PROJECT SUMMARY Developmental language disorder (DLD) is a highly prevalent impairment in the use and understanding of spoken and written language that contributes to poor academic outcomes and social-emotional distress. Research suggests that executive function, a set of skills responsible for controlling and monitoring cognitive resources, is also impaired in children with DLD. However, executive function task performance is often facilitated by verbal mediation, or the use of language through internal self-talk to guide behavior. Given evidence that verbal mediation is limited in children with DLD, it is difficult to discern whether poor performance on executive function tasks is due to ineffective verbal mediation, weak executive function, or both. The presence of co-occurring deficits can obscure assessment results and lead to the implementation of ineffective interventions. The long- term goal of this work is to improve assessment and intervention for children with DLD by addressing the critical gap in knowledge about the relations between language and executive function skills. The objective of this project is to dissociate the effects of verbal mediation and executive function on a shifting task in school-aged children with DLD and typical development (TD). Shifting is the ability to alternate between operations or mental sets, and it is critical for planning and problem solving in an academic environment. Aim #1 will examine the effect of verbal mediation on shifting task performance using behavioral measures of switch cost, or the slowing of response following a shift cue, under conditions that allow or prevent the use of verbal mediation. We hypothesize that when verbal mediation is prevented, switch costs will increase for children with TD and stay the same or decrease for children with DLD. This pattern would indicate that ineffective verbal mediation is contributing to poor shifting task performance in children with DLD. Aim #2 will isolate the effect of executive function on shifting task performance using temporally sensitive event-related potentials (ERPs) extracted from electroencephalography (EEG) recorded from the scalp. The project will capitalize on a well-studied ERP marker of shift detection, the cue-P3. We predict that children with DLD will show increased activation of the executive system reflected in an equally large brain response (i.e., large amplitude of the cue-P3) when shifting is needed and when it is not. This pattern would be consistent with previous findings in individuals with a weak executive control system. The proposed project will provide the PI with training in using EEG methodology, analyzing ERP data, establishing a productive and independent line of research, and improving grantsmanship and leadership skills. The proposed research and training activities will take place in an exceptional scientific environment with a highly accomplished mentorship team. Findings from the proposed work will have a positive impact on clinical assessment by encouraging systematic appraisal of how verbal mediation affects commonly used tests of executive function. The outcomes of this study will also impact future research on interventions targeting verbal mediation strategies for children with DLD and executive function challenges.

项目摘要 发育性语言障碍（DLD）是一种非常普遍的语言使用和理解障碍， 和书面语言，导致学业成绩不佳和社会情绪困扰。研究 执行功能是一组负责控制和监控认知资源的技能， DLD儿童也会出现这种情况。然而，执行功能任务的表现往往是促进口头 调解，或使用语言通过内部自我对话来指导行为。鉴于有证据表明 调解是有限的，在儿童DLD，很难辨别是否执行功能的表现不佳， 任务是由于无效的口头调解，执行功能弱，或两者兼而有之。共同发生的存在 缺陷可能掩盖评估结果，导致实施无效的干预措施。很长的- 这项工作的长期目标是通过解决关键问题，改善对DLD儿童的评估和干预。 对语言和执行功能技能之间关系的认识存在差距。本项目的目标 本研究旨在分离学龄儿童言语中介和执行功能对转换任务的影响 DLD和典型发展（TD）。转移是在操作或心理状态之间交替的能力， 在学术环境中，它对规划和解决问题至关重要。目标#1将检查 使用转换成本的行为测量对转换任务绩效的口头中介，或 在允许或禁止使用口头调解的条件下，对转换提示的反应。我们假设 当口头调解被阻止时，TD儿童的转换成本将增加，并保持不变， 减少DLD儿童。这种模式表明，无效的口头调解有助于 DLD儿童的转移任务表现差。目标#2将隔离执行功能对换档的影响 任务绩效使用时间敏感的事件相关电位（ERP）提取自 从头皮记录的脑电图（EEG）。该项目将利用一个经过充分研究的企业资源规划标志 移位检测，提示P3.我们预测，DLD儿童的执行活动会增加， 反映在同样大的大脑反应中的系统（即，提示-P3的大幅度）时需要移位 而当它不是。这一模式与先前在执行力较弱的个体中的发现是一致的 控制系统拟议的项目将为PI提供使用EEG方法，分析ERP 数据，建立一个富有成效的和独立的研究路线，并提高规模和领导能力 skills.拟议的研究和培训活动将在特殊的科学环境中进行， 一个非常成功的导师团队从拟议的工作结果将产生积极的影响，临床 通过鼓励系统评估口头调解如何影响常用的测试， 执行功能这项研究的结果也将影响未来针对语言干预的研究。 DLD儿童和执行功能挑战的调解策略。