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: 10584512
• 负责人: MARY ALT
• 金额: $ 64.13万
• 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 2027-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10584512
• 关键词: 3 year old; Address; Adult; Age; Basic Science; Child; Early Intervention; Economics; Education; Expenditure; Face; Failure; Family; Fathers; Friendships; Generations; Goals; Grant; Health; Justice; Knowledge; Language; Language Development; Language Development Disorders; Language Disorders; Language Therapy; Laws; Learning; Literature; Mental Health; Methods; Nature; Nursery Schools; Occupations; Outcome; Outcome Study; Parents; Population; Preschool Child; Procedures; Publishing; Research; Rice; Schools; Semantics; Series; Societies; Special Education; Structure; System; Testing; Time; Training; Translating; Treatment Efficacy; Treatment Factor; Treatment outcome; Victimization; Vocabulary; Work; alternative treatment; clinical practice; economic outcome; effective therapy; experience; experimental study; improved; insight; language impairment; literacy; peer; skills; socioeconomics; statistical learning; statistics; success; treatment effect; treatment research

Abstract Poor language skills are associated with numerous negative outcomes ranging from higher rates of tantrums and difficulty developing friendships to school failure, contact with the justice system, and increased victimization. Although language deficits may be noticed as early as toddlerhood, effective treatment may not begin this early and there is relatively little time to close the language gap before these children are faced with the increased language demands of formal education and the cumulative effects of academic struggle. For the 7-13% of children with impaired language skills, language treatments that are faster and more effective are urgently needed. This competing renewal addresses this need with a series of studies that translate basic research in statistical learning to treatment contexts. The Statistical Learning Framework posits learners extract word meaning and grammatical structure from the language input they receive, and the statistical structure of the input accounts for rapid, implicit language learning. Six proposed studies translate statistical learning principles to a treatment context. Theoretically-motivated treatment factors are tested in two groups of children with poor language skills. “Late Talkers” are children (ages 2-3 years) who are identified by the very limited number of vocabulary words that they understand and use. Preschool children with Developmental Language Disorder (ages 4-5 years) show marked deficits in the use of grammatical morphemes. Parallel studies targeting vocabulary treatment (for Late Talkers) and morphosyntax treatment (for children with DLD) will test whether leveraging prior learning can improve treatment methods by making learning faster and more effective. We will also directly address the issue of non-responders (i.e., children who make limited improvement despite treatment that is effective for others), an unaddressed problem inherent to all treatment research. We leverage our previous findings to predict which children are highly likely to be non-responders and propose alternative treatment methods that might assist this subset of children. These studies represent the necessary work for principled language treatment that is supported by evidence, and can provide insights into the nature of learning in a range of children with poor language skills.

摘要 语言能力差与许多负面结果有关，从更高的发脾气率 以及难以与学校失败者建立友谊，与司法系统接触，以及受害增加。 虽然语言缺陷可能早在幼儿期就被注意到，但有效的治疗可能不会这么早就开始开始 在这些孩子面临越来越多的语言障碍之前， 正规教育的语言要求和学术斗争的累积效应。对于7%-13%的 对于语言能力受损的儿童，迫切需要更快，更有效的语言治疗， needed.这种竞争性的更新通过一系列将基础研究转化为 统计学习到治疗情境。统计学习框架假设学习者提取单词 从他们接受的语言输入中获得意义和语法结构，以及输入的统计结构 解释了快速内隐的语言学习。六项拟议的研究将统计学习原则转化为 治疗背景。在两组贫困儿童中测试了理论动机治疗因素 语言技能。“晚说话者”是指那些通过非常有限的 他们理解和使用的词汇。学龄前儿童语言发育障碍 (ages 4-5岁）在使用语法语素方面表现出明显的缺陷。平行研究针对 词汇治疗（针对晚说话者）和形态句法治疗（针对DLD儿童）将测试是否 利用先前的学习可以通过使学习更快和更有效来改进治疗方法。我们将 还直接解决了无应答者的问题（即，尽管治疗但改善有限的儿童 对其他人有效），这是所有治疗研究所固有的未解决的问题。我们利用我们以前的 预测哪些儿童极有可能是无应答者并提出替代治疗的发现 可以帮助这部分孩子的方法。这些研究代表了原则性的必要工作， 有证据支持的语言治疗，可以提供一系列学习本质的见解 语言能力差的孩子。