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出现已被很好地记录下来，但这种共同疾病的性质尚不清楚。组间设计一直是这种关联的主要基础，其中将受影响的目标组儿童的表现与典型发育儿童的对照组进行比较；然而，最近对特定语言障碍(SLI)和注意力缺陷/多动障碍(ADHD)的症状特异性的研究结果表明，与这两种高度流行的疾病相关的心理语言和社会情绪特征之间的直接比较是及时和迫切需要的。要求提供资金，以支持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。正在考虑的是这样一种假设，即SLI和ADHD有独特的心理语言和社会情绪特征(参见：雷德蒙德和莱斯出版社，1998年；2002年；莱斯出版社，2003年；塔诺克和沙哈尔出版社，1996年)。在拟议的项目中，将使用狭义的临床分组来确定区分SLI和ADHD的可行性。将有60名7-8岁的儿童参加，其中包括20名SLI儿童、20名ADHD儿童和20名典型发育儿童(TD)。目标1：比较SLI儿童、ADHD儿童和TD儿童的心理语言水平。目的2：比较系统性红斑狼疮、多动症和多动症儿童的执行功能。目的3：比较系统性红斑狼疮、多动症和多动症儿童的社会情绪特征。儿童的心理语言水平将使用既定的时态标记、非单词重复、句子回忆和叙事输出方案进行评估。儿童的执行功能将使用非语言的连续操作任务进行评估。将使用行为评定量表和自我报告量表来评估儿童的社会情绪状况。SLI和ADHD症状学的直接比较将加深我们对与每种疾病相关的表型边界的理解。考虑到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，这项研究对几个关键的公共卫生问题产生了影响。

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.