Diagnostic Markers of Language Impairment in Bilinguals

双语者语言障碍的诊断标志

• 批准号: 7850395
• 负责人: ELIZABETH D PEÑA
• 金额: $ 21.62万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-17 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7850395
• 关键词: 5 year old; Accounting; Address; Adopted; Affect; Agreement; Area; Child; Child Language; Chinese People; Classification; Communication; Complex; Country; Data; Development; Diagnosis; Diagnostic; English Language; Environment; Epidemiologic Studies; Epidemiology; Exposure to; Future; Goals; Grant; Growth; Healthy People 2010; Impairment; Investigation; Knowledge; Koreans; Language; Language Development; Language Tests; Latino; Lead; Learning; Linguistics; Literature; Measures; Modeling; Morphology; Nature; Oral; Outcome; Pathologist; Pattern; Performance; Phase; Population; Process; Process Measure; Production; Records; Relative (related person); Research; Research Personnel; Rice; Risk; Risk Estimate; Sampling; Screening procedure; Semantics; Sensitivity and Specificity; Services; Short-Term Memory; Signs and Symptoms; Speech; Staging; System; Testing; Time; United States; base; bilingualism; comparative; design; diagnostic accuracy; first grade; follow-up; health disparity; improved; instrument; kindergarten; literacy; programs; research study; skills; standardize measure; syntax

The estimated risk for language impairment (LI)in monolingual English speaking children is about 7%. A model for identifying language impairment, referredto as the EpiSLI system (Tomblin, Records, & Zhang, 1996), yields relatively high levels of specificity and sensitivity for identification of LI in kindergarten children from monolingual English speaking backgrounds. Systematic study is needed to determine a) the extent to which level of proficiency in English is related to risk for misidentification of language impairment, b) if the EpiSLI criteria can be applied to a new bilingual language test, c) to what extent testing (using a variety of assessment tasks) in English and the native language can be used to identify language impairment, and d) potential differences in the way bilingual learner's (language impaired vs. typical) performance on language measures changes with increased exposure to English. Due to the shortage of bilingual clinicians and the diversity of languages spoken in the US it would be helpful to determine the circumstances in which standardized testing, language learning measures, and/or processing measures administered in English can be used to reliably identify language impairment in bilingual children. We have planned a three phase study to address these issues. In phase 1,1500 Latino children will participate in language screening to determine the levels of risk across the bilingual population. In phase 2, a comparison of performance on standardized measures in Spanish and English will be administered to the at risk bilingual children identified in phase 1 to determine if the EpiSLI cut off values fold for bilinguals. Further, processing and learning measures will be administered in English to explore the extent to which such measures accurately predict language impairment at various levels of English proficiency. In phase 3, children will participate in follow up testing evaluating language growth. Assessment of the persistance of language impairment across a 1 year period will help determine whether increase in English language skills affects classification accuracy of language impairment when measures are utilized in English.

单语英语儿童的语言障碍 (LI) 估计风险约为 7%。一个 用于识别语言障碍的模型，称为 EpiSLI 系统（Tomblin、Records 和Zhang， 1996），对幼儿园儿童 LI 的识别具有相对较高水平的特异性和敏感性 来自单语英语背景。需要进行系统研究来确定 a) 的程度 哪种英语熟练程度与错误识别语言障碍的风险相关，b) 如果 EpiSLI 标准可以应用于新的双语语言测试，c) 测试到什么程度（使用各种 英语和母语的评估任务）可用于识别语言障碍，以及 d） 双语学习者（语言障碍者与正常人）在语言表现方面的潜在差异 衡量随着接触英语的增加而发生的变化。 由于双语临床医生的短缺以及美国使用的语言的多样性，这将会有所帮助 确定标准化测试、语言学习措施和/或 以英语进行的处理措施可用于可靠地识别语言障碍 双语儿童。 我们计划进行三阶段研究来解决这些问题。在第 1 阶段，1,1500 名拉丁裔儿童将 参与语言筛查以确定双语人群的风险水平。在第 2 阶段， 西班牙语和英语标准化测量的表现比较将在 在第一阶段确定双语儿童的风险，以确定 EpiSLI 截止值是否会出现双语儿童的折叠。更远， 处理和学习措施将以英语进行，以探索此类处理和学习措施的程度 测量准确预测不同英语水平的语言障碍。在第 3 阶段， 孩子们将参加评估语言发展的后续测试。持久性评估 一年内的语言障碍将有助于确定英语语言技能是否有所提高 当使用英语进行测量时，会影响语言障碍的分类准确性。