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Building Complex Language: Effect of Treatment and Dosage

构建复杂的语言：治疗和剂量的效果

基本信息

批准号：
7980994
负责人：
Catherine Hanson Balthazar
金额：
$ 44.2万
依托单位：
GOVERNORS STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-01 至 2013-09-30
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): The objective of this proposal is to examine outcomes of a treatment intervention designed to increase functional use of complex (multi-clausal) sentences in school-age students with primary language impairments that impact literacy and academic achievement. The treatment protocol includes: (1) three types of complex sentences (adverbial, relative, object complement), (2) encounters with complex sentences in real texts and across all modalities (speaking, listening, reading, writing), and (3) activities that engage metalinguistic understanding of complex sentences. Specific objectives are to (1) document treatment effect in terms of size and scope in decontextualized as well as naturalistic language contexts, (2) document the effect of treatment intensity (dosage), (3) explore effects of sentence complexity subtype on treatment outcomes, and (4) explore relationships between treatment outcomes and participant variables (pre-treatment knowledge of complex sentences, verbal working memory, and non-verbal cognition). DESIGN: This early clinical efficacy study will utilize two designs. Ten participants per year over three years will complete the treatment, randomly assigned to one of two dosage levels. As each participant finishes, efficacy and effect size will be measured using a multiple-baseline single-subject design. Once all 30 participants have completed the treatment, effect size and the impact of dosage (treatment intensity) will be evaluated using a pretest-posttest group design, and correlations between participant characteristics and individual patterns of performance will be carefully described and analyzed. PARTICIPANTS: This study targets school-age students with a Speech-Language Impairment and/or a Specific Learning Disability between the ages of 10 and 14 who are receiving services from a Speech- Language Pathologist (SLP) for one or more higher-level language behaviors. It is expected that participants will demonstrate higher levels of fluency with complex sentences compared with pretreatment baseline levels and that treatment effects will be reflected in several modalities and in naturalistic language contexts. PUBLIC HEALTH RELEVANCE: Students with language impairments and learning disabilities account for more than 60% of all students served under IDEA Part B in schools. Reduced levels of comprehension and production of complex sentences is well documented in the population of older children and adolescents with primary language impairment, as is the impact of oral language deficits on later literacy outcomes. This investigation of treatment for specific higher-level language skills in older school-age students addresses a scarcity of controlled research in this area.

描述（由申请人提供）：本提案的目的是检查治疗干预的结果，该干预旨在增加学龄儿童对影响识字和学业成绩的初级语言障碍的复杂（多分句）句子的功能使用。治疗方案包括：（1）三种类型的复句（状语、关系、宾语补足语），（2）在真实的文本中遇到复句，并跨越所有模态（说、听、阅读、写），（3）涉及对复句的元语言理解的活动。具体目标是（1）记录在非语境化和自然主义语言背景下的大小和范围方面的治疗效果，（2）记录治疗强度（剂量）的效果，（3）探索句子复杂性亚型对治疗结果的影响，以及（4）探索治疗结果与参与者变量之间的关系（治疗前复杂句子知识、言语工作记忆和非言语认知）。设计：本早期临床疗效研究将采用两种设计。三年内每年10名参与者将完成治疗，随机分配到两个剂量水平之一。当每个参与者完成时，将使用多基线单受试者设计测量疗效和效应量。一旦所有30名参与者完成治疗，将使用前测-后测组设计评估效应量和剂量影响（治疗强度），并仔细描述和分析参与者特征与个人表现模式之间的相关性。参加者：这项研究的对象是年龄在10至14岁之间的有言语语言障碍和/或特定学习障碍的学龄学生，他们正在接受言语语言病理学家（SLP）的一种或多种高级语言行为服务。预计与治疗前基线水平相比，参与者将表现出更高水平的复杂句子流畅性，并且治疗效果将反映在几种模式和自然语言环境中。公共卫生相关性：有语言障碍和学习障碍的学生占学校中根据《残疾人教育国际倡议》B部分提供服务的所有学生的60%以上。有充分证据表明，患有初级语言障碍的年龄较大的儿童和青少年对复杂句子的理解和产生水平降低，口头语言缺陷对以后的识字结果的影响也是如此。这项调查的治疗特定的高层次的语言技能在大龄学龄学生解决了在这方面的控制研究的稀缺性。