Assessment of Speech Sound Disorders in Latino Preschoolers: An Evidence Based Procedure

拉丁裔学龄前儿童言语障碍的评估：循证程序

• 批准号: 10238877
• 负责人: LEAH Catherine FABIANO-SMITH
• 金额: $ 58.5万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2022-08-19
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10238877
• 关键词: Address; Advisory Committees; American; Assessment tool; Censuses; Characteristics; Child; Clinical; Communication; Communities; Data; Development; Diagnosis; Diagnostic; Diagnostic Errors; Diagnostic Sensitivity; Diagnostic Specificity; Differential Diagnosis; Discriminant Analysis; Disease; Emotional; Equipment and supply inventories; Ethnic group; Exhibits; Exploratory/Developmental Grant; Family; Funding; Growth; Guidelines; Hispanics; Impairment; Infant; Knowledge; Language; Latino; Learning; Measurement; Measures; Methods; Minority Groups; Modeling; Outcome; Outcome Measure; Outcome Study; Pathologist; Pattern; Phase; Population; Preventive service; Procedures; Process; Production; Protocols documentation; ROC Curve; Race; Reporting; Research; Resources; Screening procedure; Sensitivity and Specificity; Speech; Speech Development; Speech Disorders; Speech Perception; Speech Sound; Structure; System; Testing; Theoretical model; Time; United States; Walking; Work; base; bilingualism; cohort; cost; design; evidence base; health disparity; improved; kindergarten; peer; phonology; prevent; research clinical testing; response; skills; sound; theories; tool; wasting

Abstract 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. The current research is designed to validate a model of speech sound production in bilinguals to frame a screening tool for Latino preschoolers. Due to differences in speech production found in bilingual preschoolers (Fabiano-Smith & Goldstein, 2010a; 2010b; Fabiano-Smith & Barlow, 2010), an assessment procedure that evaluates the speech of bilingual preschoolers that takes into account both English and Spanish is necessary to prevent misdiagnosis of speech sound disorders. The Specific Aims of the proposed research are to (1) to validate our model of speech sound production in bilinguals, the PRIMIR 2 model and (2) to improve the existing version of the assessment procedure utilized in Phase 1 of our research using Item Response and Classical Test Theory approaches to reliability. 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. Item Response Theory (IRT) will be used to identify a set of test items that are sensitive and specific to bilingual children with suspected speech sound disorders. 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.

摘要 双语儿童经常被误诊为有语言障碍，当他们真正表现出 正常发展。此外，言语语言病理学家（SLP）正在避免 评估双语儿童由于缺乏必要的知识和资源，最好的 实践这个人口。在这一人群中，语音障碍的误诊 长期的情感、经济和教育成本。言语障碍误诊分析 如果我们获得更多关于什么是正常的信息， 以及双语人群的语言发展障碍。目前的研究 旨在验证双语者的语音产生模型，以构建筛选工具 拉丁裔学龄前儿童由于双语学龄前儿童在言语产生方面的差异， （Fabiano-Smith & Goldstein，2010 a; 2010 b; Fabiano-Smith & Barlow，2010），一项评估 评估双语学龄前儿童的语言的程序，考虑到这两个方面 英语和西班牙语是必要的，以防止误诊语音障碍。的 本研究的具体目的是：（1）验证我们的语音模型 双语制作，PRIMIR 2模型和（2）改进现有版本的 在我们研究的第一阶段使用项目反应和经典的评估程序， 测试理论接近可靠性。典型发育障碍双语儿童 将与讲英语的同龄人在语音能力方面进行比较。儿童 将在单个单词中产生声音，并且他们的产物将被语音转录。孩子 制作将审查，在英语和西班牙语和跨两种语言， 用于单语儿童的常见诊断措施。混合效应回归模型 将用于识别双语语音和接收器中的语言间交互 工作特征曲线（ROC）将用于确定灵敏度和特异性， 检查诊断措施。项目反应理论（IRT）将用于确定一组测试 对可疑语音的双语儿童敏感和特异的项目 紊乱研究结果将导致一个典型的和无序的语音特征 双语儿童的发展和语言病理学家的诊断指南， 用于言语差异与言语障碍的鉴别诊断。这些发现将 减少在该人群中识别语音障碍的诊断错误， 减少拉丁裔儿童的健康差距。