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Misdiagnosis of Speech Sound Disorders in Latino Children

拉丁裔儿童言语障碍的误诊

基本信息

批准号：
9069010
负责人：
LEAH Catherine FABIANO-SMITH
金额：
$ 18.64万
依托单位：
UNIVERSITY OF ARIZONA
依托单位国家：
美国
项目类别：
财政年份：
2015
资助国家：
美国
起止时间：
2015-05-15 至 2018-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9069010
关键词：
Accounting Address Area Categories Censuses Characteristics Child Civil Rights Clinical Development Diagnosis Diagnostic Diagnostic Errors Differential Diagnosis Discrimination Disease Education Emotional Environment Ethnic group Evaluation Exhibits Family Geographic state Goals Growth Guidelines Health Hearing Hispanics Information Resources Knowledge Label Language Latino Lawyers Lead Learning Disabilities Measures Methods Minority Groups Modeling Outcome Study Pathologist Pattern Population Preparation Process Production Psychometrics Race Receiver Operating Characteristics Research Sensitivity and Specificity Speech Speech Development Speech Disorders Speech Sound Speech-Language Pathology System Texas Theoretical model Time United States bilingualism clinical decision-making cost evidence base health disparity innovation novel peer phonology prevent skills sound

项目摘要

DESCRIPTION (provided by applicant): Bilingual children are often misdiagnosed as having a speech disorder when they truly exhibit normal development. In addition, speech-language pathologists (SLP) are avoiding the assessment of bilingual children due to the lack of knowledge and resources necessary for best practice with this population. Misdiagnosis of speech sound disorders in this population has long-term emotional, financial, and educational costs. Misdiagnosis of speech disorders in bilingual children can be prevented if we acquire more information on what constitutes normal and disordered speech development in the bilingual population. A theoretical model that allows us to differentiate difference in speech production (i.e., a difference in how a bilingual child speaks due to the influence of one language on the other) from speech disorder (i.e., an underlying speech-learning disability) will provide SLPs with the knowledge they need to prevent misdiagnosis. The Specific Aims of the proposed research are to (1) to develop a theoretical model that accounts for how between-language interaction facilitates or inhibits speech sound production in bilinguals by measuring how, and to what extent, the two languages of bilinguals interact and (2) develop evidence based diagnostic criteria for clinicians to differentiate typically- developing bilingual children rom bilingual children with speech sound disorders. Bilingual children with typical and disordered development will be compared to their English-speaking peers on measures of speech sound ability. Children will produce sounds in single words and their productions will be phonetically transcribed. Child productions will be examined, in both English and Spanish and across both languages, on common diagnostic measures used for monolingual children. Mixed effects regression models will be used to identify between- language interaction in bilingual speech and the Receiver Operating Characteristic Curve (ROC) will be used to determine sensitivity and specificity of the diagnostic measures examined. Findings will lead to a characterization of typical and disordered speech sound development in bilingual children and diagnostic guidelines for speech-language pathologists to use in the differential diagnosis of speech difference from speech disorder. These findings will reduce diagnostic error in the identification of speech sound disorders in this population, reducing health disparities for Latino children.

描述（由申请人提供）：双语儿童经常被误诊为有语言障碍，当他们真正表现出正常的发展。此外，言语语言病理学家（SLP）正在避免双语儿童的评估，因为缺乏与这一人群的最佳实践所需的知识和资源。在这一人群中，语音障碍的误诊会造成长期的情感、经济和教育成本。双语儿童言语障碍的误诊是可以避免的，如果我们获得更多的信息，什么构成了正常和混乱的语言发展的双语人口。一个理论模型，使我们能够区分语音产生的差异（即，由于一种语言对另一种语言的影响而导致双语儿童说话方式的差异）与言语障碍（即，潜在的语言学习障碍）将为SLP提供防止误诊所需的知识。本研究的具体目的是：（1）通过测量双语者的两种语言如何相互作用以及在多大程度上相互作用，建立一个理论模型，解释语言之间的相互作用如何促进或抑制双语者的语音产生;（2）为临床医生建立基于证据的诊断标准，以区分典型发展的双语儿童和患有语音障碍的双语儿童。双语儿童与典型的和无序的发展将进行比较，他们的英语同龄人的语音能力的措施。孩子们将用单个单词发出声音，他们的作品将被语音转录。儿童制作将审查，在英语和西班牙语和跨两种语言，对单语儿童使用的共同诊断措施。混合效应回归模型将用于识别双语语音中的语言间相互作用，并且接受者工作特征曲线（ROC）将用于确定所检查的诊断措施的灵敏度和特异性。研究结果将导致典型的和无序的语音语音发展的双语儿童和语音语言病理学家使用的语音差异，从语音障碍的鉴别诊断诊断的诊断指南的表征。这些发现将减少在识别这一人群中言语声音障碍的诊断错误，减少拉丁美洲儿童的健康差距。