Identification of treatment parameters that maximize language treatment efficacy for children.

确定可最大限度提高儿童语言治疗效果的治疗参数。

• 批准号: 9297279
• 负责人: MARY ALT
• 金额: $ 60.69万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9297279
• 关键词: 3 year old; Address; Adult; Age; Back; Businesses; Child; Cleaved cell; Dose; Early Intervention; Economics; Education; Expenditure; Face; Failure; Family; Fathers; Goals; Grant; Language; Language Delays; Language Development; Language Disorders; Language Therapy; Laws; Learning; Literature; Machine Learning; Mental Health; Methods; Minority; Nursery Schools; Occupations; Outcome; Outcome Study; Parents; Population; Preschool Child; Procedures; Publishing; Quality of life; Research; Rice; Schools; Series; Societies; Special Education; Testing; Time; Training; Treatment Efficacy; Vocabulary; Work; clinical practice; density; design; dosage; economic outcome; effective therapy; experience; insight; language impairment; learning outcome; literacy; peer; skills; socioeconomics; specific language impairment; success; synergism; theories; treatment effect

Poor language skills undermine academic success, which eventually impacts socio-economic outcomes and quality of life. When deficient language skills are first noticed in young children, there is relatively little time available to close the gap before they are faced with the increased language demands of formal education as well as the potential for academic failure. For the 8-13% of preschool children with impaired language skills, language treatments that are faster and more effective are urgently needed. Yet current treatments are notoriously protracted and expensive, and the effects of treatment can be weak. There is a growing call among scholars to step back from the business-as-usual approach to treatment research in favor of a systematic approach that integrates promising theoretical frameworks with experimental manipulations designed to isolate and enhance the effective components of treatment approaches. This grant proposes to leverage insights from the statistical learning perspective on language acquisition, which explains rapid, unguided learning sometimes even in the presence of impaired language. The grant proposes six treatment studies that target two groups of children with poor language skills. “Late Talkers” are children (ages 2-3 years) who are identified by their limited lexicons. Preschool children with specific language impairment (ages 4-5 years) show marked deficits in the use of grammatical morphemes. Parallel sets of studies with these two populations will determine the extent to which treatment variables enhance or detract from treatment efficacy across language domains. The goal of this work will be to identify specific treatment methods, derived from general learning principles, that clinicians can employ to enhance learning outcomes for children with impaired language skills.

语言能力差会破坏学术成就，这最终影响了社会经济成果和 生活质量。当年幼的孩子首先注意到语言技能不足时，时间相对较少 可以在面对正规教育的语言需求之前缩小差距 以及学术失败的潜力。对于8-13％的学龄前儿童，语言技能受损， 迫切需要更快，更有效的语言治疗。但是目前的治疗方法是 众所周知，旷日持久且昂贵，治疗的影响可能很弱。之间有一个越来越多的电话 学者从业务惯常的方法中退后一步，转而进行治疗研究 将有希望的理论框架与旨在隔离的实验操作相结合的方法 并增强治疗方法的有效组成部分。这项赠款的提议利用了 语言获取的统计学习观点，该观点有时解释了快速，无指导的学习 即使在语言受损的情况下。赠款提案六项治疗研究，针对两组 语言技能差的孩子。 “已故的谈话者”是儿童（2-3岁），他们的身份 有限的词典。具有特定语言障碍的学龄前儿童（4-5岁）显示出明显的缺陷 语法形态的使用。与这两个人群的平行研究集将确定 治疗变量在跨语言领域的治疗效率增强或检测到的范围。这 这项工作的目标将是确定从一般学习原理中得出的特定治疗方法， 临床医生可以雇用为语言技能受损的儿童增强学习成果。