Co-occurence of Language and Attention Difficulties in Children

说明(由申请者提供)：申请资金支持正在进行的研究计划的第二阶段，旨在澄清儿童语言障碍和注意力缺陷之间的联系。在第一阶段，研究狭义和独立验证的临床组(SLI和混合型ADHD)的心理语言学和社会情绪特征，以确定最能区分注意缺陷和语言障碍并形成典型发展的关键临床标记物(R03 DC008382)。第二阶段通过在更大的年龄跨度和更多样化的社区样本中检查与两种最有效的语言指数相关的变化来推动这一倡议。920名学生将接受一次简短的熟练程度筛选，包括过去时标记和句子回忆(230xK-3年级)。截止分数将根据研究样本的特点而定。在经过筛选的参与者中，260名“低分”学生(16%)和360名“平均分”学生(15%)将参与对他们的语言、注意力、阅读、非语言和工作记忆技能的验证性评估。盲人程序将被用来减少主考员的偏见。该项目的具体目标是(1)确定过去时标记和句子回忆指数的充分性，以在基于社区的早期小学生研究样本中识别语言障碍。(2)：确定已确认语言障碍的学生中共同出现注意缺陷的风险；(3)：评估语言障碍与注意缺陷在幼儿中的不同关联模型。语言障碍和注意力缺陷的关联在不同年级组之间可能会有所不同的可能性将被研究。拟议的研究对几个关键的公共卫生问题产生了影响。除了与解决语言障碍和注意力缺陷相关的大量家庭和社会成本外，这两种障碍都被证明是长期存在的学术、社会情感和职业困难的贡献者。鉴于医生可用的资源有限，以及与漏诊、误诊和未治疗的合并症相关的健康风险，准确、高效和及时的识别至关重要，这样儿童才能从治疗服务中获得最大好处。

DESCRIPTION (provided by applicant): Funds are requested to support the second phase of an ongoing research initiative directed at clarifying the association of children's language impairments and attention deficits. In Phase 1, the psycholinguistic and socioemotional profiles of narrowly defined and independently verified clinical groups (SLI and combined-type ADHD) were investigated to identify key clinical markers which best differentiated attention deficits and language impairments form each other and form typical development (R03 DC008382). Phase 2 moves the initiative forward by examining variation associated with the two most efficient language indices across a larger age span and within a more diverse community-based sample. Nine hundred and twenty students will be administered a brief screening of their proficiencies with past tense marking and sentence recall (230 x K-3rd grade). Cutoff scores will be based on study sample's characteristics. Out of the pool of screened participants, 260 "low scoring" students (< 16th %ile) and 360 "average scoring" (> 15th %ile) will participate in confirmatory evaluations of their language, attention, reading, nonverbal, and working memory skills. Blinding procedures will be used to reduce examiner bias. The specific aims of the project are (1) to determine the adequacy of past tense- marking and sentence recall indices for identifying language impairments within a community based study sample of early elementary students. (2): to determine the risk of co-occurring attention deficits within students who have confirmed language impairments and (3): to evaluate different models of the association of language impairment and attention deficit among young children. The possibility that associations of language impairment and attention deficits might be different across grade groups will be examined. The proposed research impacts upon several key public health concerns. In addition to substantial familial and societal costs associated with addressing language impairments and attention deficits, both of these disorders have been shown to be contributors to long-standing academic, socioemotional, and vocational difficulties. Given the limited resources available to practitioners and the health risks associated with missed diagnosis, misdiagnosis, and untreated comorbidity, it is crucial that identification is accurate, efficient, and timely so children can receive the most benefit from therapeutic services.