Co-occurence of Language and Attention Difficulties in Children

描述（由申请人提供）：要求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的关联。在第1阶段，研究了狭义定义和独立验证的临床组（SLI和混合型ADHD）的心理语言和社会情感特征，以确定最能区分注意力缺陷和语言障碍彼此形成并形成典型发育的关键临床标志物（R 03 DC 008382）。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个最有效的语言指数相关的变化来推进该倡议。920名学生将通过过去式标记和句子回忆（230 x K-3年级）对他们的专业知识进行简短的筛选。临界评分将基于研究样本的特征。在筛选的参与者中，260名“低分”学生（<16 th %ile）和360名“平均分”学生（> 15 th %ile）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。将采用设盲程序减少检查者偏倚。该项目的具体目标是（1）确定过去时态标记和句子回忆指数是否足以识别早期小学生社区研究样本中的语言障碍。(2)（3）评估幼儿语言障碍与注意力缺陷相关性的不同模型。将检查语言障碍和注意力缺陷的关联可能在不同年级组之间存在差异的可能性。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，这两种疾病已被证明是长期存在的学术，社会情感和职业困难的贡献者。鉴于从业人员可用的资源有限，以及与漏诊、误诊和未经治疗的合并症相关的健康风险，至关重要的是，识别是准确、有效和及时的，这样儿童才能从治疗服务中获得最大益处。 公共卫生相关性：发育性语言障碍和注意力缺陷是幼儿被转介到临床服务的两个最常见的原因。这些疾病经常同时发生，这两种情况都是出现学术和社会困难的风险因素，然而，这些领域之间的相互关系仍不清楚。拟议研究的目标是阐明语言障碍和注意力缺陷之间的联系机制，并将语言障碍（LI）的行为表型转化为适用于鉴别诊断和识别LI+ADHD合并症病例的临床方案，

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. PUBLIC HEALTH RELEVANCE: Developmental language impairments and attention deficits represent the two most common reasons young children are referred for clinical services. These disorders frequently co-occur and both conditions represent risk factors for the emergence academic and social difficulties, however, interrelationships between these areas remains unclear. The goals of the proposed research are to clarify the mechanisms linking language impairments and attention deficits and to advance the translation of behavioral phenotypes of language impairment (LI) into clinical protocols appropriate for differential diagnosis and the identification of cases of LI+ADHD comorbidity and