Diagnostic Markers of Language Impairment in Bilinguals

双语者语言障碍的诊断标志

• 批准号: 7727494
• 负责人: ELIZABETH D PEÑA
• 金额: $ 6.34万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-16 至 2010-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7727494
• 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.

单语英语儿童语言障碍（LI）的估计风险约为7%。一 用于识别语言障碍的模型，称为EpiSLI系统（Tomblin，Records，& Zhang， 1996），产生相对较高的特异性和敏感性水平的识别LI在幼儿园儿童 来自单语英语背景。需要进行系统的研究，以确定a） 哪种英语熟练程度与错误识别语言障碍的风险有关，B）如果 EpiSLI标准可以应用于新的双语语言测试，c）在多大程度上测试（使用各种 评估任务）英语和母语可用于识别语言障碍，以及d） 双语学习者（语言障碍者与典型者）在语言表现上的潜在差异 测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和美国语言的多样性， 确定标准化测试、语言学习措施和/或 用英语管理的处理措施可以用来可靠地识别语言障碍， 双语儿童 我们计划分三个阶段进行研究，以解决这些问题。在第一阶段，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。在第二阶段，a 将对西班牙文和英文的标准化衡量标准进行业绩比较， 在第1阶段确定的风险双语儿童，以确定是否EpiSLI截止值倍双语。此外，本发明还 处理和学习的措施将在英语管理，以探讨在何种程度上， 测量准确地预测语言障碍在不同水平的英语水平。在第三阶段， 孩子们将参加评估语言发展的后续测试。评估持久性 语言障碍在1年内将有助于确定是否增加英语语言技能 影响语言障碍的分类准确性时，使用的措施，在英语。