Psycholinguistic and Socioemotional Profiling of SLI and ADHD

描述（由申请人提供）：在接受治疗服务的儿童中，语言障碍和注意力缺陷的共同发生已经得到了充分的记录，但这种共病的性质却知之甚少。组间设计是这种关联的主要基础，将目标组受影响儿童的表现与正常发育儿童的对照组进行比较；然而，最近对特殊语言障碍（SLI）和注意缺陷多动障碍（ADHD）症状特异性的研究表明，对这两种高度流行的疾病相关的心理语言和社会情感特征进行直接比较是及时和迫切需要的。要求提供资金支持一项旨在澄清注意力缺陷和语言障碍之间关系的研究倡议的第一阶段。正在考虑的假设是，存在与特殊语言障碍和注意力缺陷多动障碍相关的独特的心理语言和社会情绪特征（c.f. Redmond & Rice, 1998; 2002; Rice, 2003; Tannock & Schachar, 1996）。在拟议的项目中，将通过狭义的临床分组来确定区分SLI和ADHD的可行性。60名7-8岁的儿童，分别代表20名特殊语言障碍儿童、20名多动症儿童和20名典型发育儿童。目标1：比较特殊语言障碍儿童、多动症儿童和障碍儿童的心理语言能力。目的2：比较特殊语言障碍儿童、多动症儿童和TD儿童的执行功能。目的3：比较特殊语言障碍儿童、多动症儿童和TD儿童的社会情绪特征。儿童的心理语言熟练程度将使用时态标记、非单词重复、句子回忆和叙事制作等既定协议进行评估。儿童的执行功能将通过非语言连续表现任务进行评估。行为评定量表和自我报告量表将用于评估儿童的社会情绪状况。直接比较SLI和ADHD的症状学将加深我们对每种疾病相关的表型边界的理解。鉴于与误诊相关的学术和社会风险以及与未经治疗的合并症相关的不良预后，本研究影响了几个关键的公共卫生问题。

DESCRIPTION (provided by applicant): The co-occurrence of language impairments and attention deficits in children receiving therapeutic services has been well-documented, but the nature of this comorbidity is poorly understood. Between-group designs have been the primary basis for this association, where the performance of a target group of affected children was compared to a control group of typically developing children; however, recent findings of symptom specificity for both specific language impairment (SLI) and Attention Deficit/Hyperactivity Disorder (ADHD) suggest that direct comparisons between the psycholinguistic and socioemotional characteristics associated with these two highly prevalent disorders are timely and urgently needed. Funds are requested to support the first phase of a research initiative directed at clarifying the relationship between attention deficits and language impairment. Under consideration is the hypothesis that there are distinctive psycholinguistic and socioemotional profiles associated with SLI and ADHD (c.f. Redmond & Rice, 1998; 2002; Rice, 2003; Tannock & Schachar, 1996). In the proposed project, the feasibility of differentiating SLI from ADHD will be established using narrowly defined clinical groups. Sixty 7-8 year old children, representing 20 children with SLI, 20 children with ADHD and 20 children with typical development (TD) will participate. Three specific aims will be addressed: Aim 1: To compare the psycholinguistic proficiency of children with SLI, children with ADHD, and children with TD. Aim 2: To compare executive functioning in children with SLI, children with ADHD and children with TD. Aim 3: To compare the socioemotional profiles of children with SLI, children with ADHD, and children with TD. Children's psycholinguistic proficiency will be evaluated using established protocols for tense marking, non-word repetition, sentence recall, and narrative production. Children's executive functioning will be evaluated using a non-verbal continuous performance task. Behavioral rating scales and self-report measures will be used to assess children's socioemotional status. Direct comparisons of SLI and ADHD symptomotology will sharpen our understanding of the phenotypic boundaries associated with each disorder. Given the academic and social risks associated with misdiagnosis and the poor prognosis associated with untreated comorbidity, this research impacts upon several key public health concerns.