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.

糟糕的语言技能会破坏学业成功，这最终会影响社会经济成果和 生活质量。当年幼的孩子第一次注意到语言技能不足时，时间相对较少 在他们面临正规教育日益增长的语言要求之前，可以缩小差距，因为 以及学业失败的可能性。对于8%-13%的语言技能受损的学龄前儿童来说， 迫切需要更快、更有效的语言治疗。然而，目前的治疗方法是 臭名昭著的旷日持久和昂贵，而且治疗的效果可能很弱。越来越多的人呼吁 学者们将从一切照旧的治疗方法中后退一步，转而进行系统性研究 将有希望的理论框架与实验操作相结合的方法，旨在分离 并加强治疗方法的有效组成部分。这笔赠款建议利用来自以下方面的见解 语言习得的统计学习观点，这解释了有时快速的、无指导的学习 即使在语言受损的情况下也是如此。该基金建议进行六项治疗研究，目标是两组 语言能力差的孩子。“迟言者”指的是年龄在2-3岁之间的儿童，他们通过自己的 有限的词典。有特殊语言障碍的学龄前儿童(4-5岁)表现出明显的语言缺陷 语法语素的使用。对这两个群体的平行研究将确定 治疗变量在多大程度上增强或削弱了跨语言领域的治疗效果。这个 这项工作的目标将是从一般学习原则中确定具体的治疗方法，即 临床医生可以用来提高语言技能受损儿童的学习效果。