Assessment of Speech Sound Disorders in Latino Preschoolers: An Evidence Based Procedure

摘要 双语儿童经常被误诊为言语障碍，而他们真正表现出来的 正常发育。此外，言语病理学家(SLP)正在避免 由于缺乏最佳做法所需的知识和资源，对双语儿童的评估 和这群人一起练习。这一人群中言语发音障碍的误诊 长期的情感、财务和教育成本。言语障碍的误诊 如果我们获得更多关于什么是正常的信息，双语儿童是可以预防的 以及双语人群中言语发育的紊乱。目前的研究是 旨在验证双语者的语音产生模型，以构建筛查工具 为拉丁裔学龄前儿童准备的。由于双语学龄前儿童在言语产出上的差异 (Fabiano-Smith&Goldstein，2010a；2010b；Fabiano-Smith&Barlow，2010)，一项评估 一种评估双语学龄前儿童言语的程序，该程序考虑了 英语和西班牙语是必要的，以防止语音障碍的误诊。这个 本研究的具体目的是：(1)验证我们的语音模型 生产双语者，PRIMIR 2模型和(2)改进现有版本的 在我们研究的第一阶段使用项目反应和经典的评估程序 测试理论接近可靠性。具有典型发育障碍的双语儿童 将在语音能力方面与说英语的同龄人进行比较。儿童 将产生单个单词的声音，他们的作品将被语音转录。小孩儿 作品将以英语和西班牙语以及两种语言进行审查， 单语儿童常用的诊断方法。混合效应回归模型 将被用来识别双语演讲中的语言之间的互动和接受者 将使用工作特征曲线(ROC)来确定 检查了诊断措施。项目反应理论(IRT)将用于识别一组测验 对有可疑言语声音的双语儿童敏感和特异的项目 精神错乱。这些发现将导致对典型和无序的语音进行表征 双语儿童的发育和言语-语言病理学家的诊断指南 在言语障碍的鉴别诊断中的应用。这些发现将 减少在该人群中识别语音声音障碍的诊断错误， 缩小拉丁裔儿童的健康差距。

Abstract Bilingual children are often misdiagnosed as having a speech disorder when they truly exhibit normal development. In addition, speech-language pathologists (SLP) are avoiding the assessment of bilingual children due to the lack of knowledge and resources necessary for best practice with this population. Misdiagnosis of speech sound disorders in this population has long-term emotional, financial, and educational costs. Misdiagnosis of speech disorders in bilingual children can be prevented if we acquire more information on what constitutes normal and disordered speech development in the bilingual population. The current research is designed to validate a model of speech sound production in bilinguals to frame a screening tool for Latino preschoolers. Due to differences in speech production found in bilingual preschoolers (Fabiano-Smith & Goldstein, 2010a; 2010b; Fabiano-Smith & Barlow, 2010), an assessment procedure that evaluates the speech of bilingual preschoolers that takes into account both English and Spanish is necessary to prevent misdiagnosis of speech sound disorders. The Specific Aims of the proposed research are to (1) to validate our model of speech sound production in bilinguals, the PRIMIR 2 model and (2) to improve the existing version of the assessment procedure utilized in Phase 1 of our research using Item Response and Classical Test Theory approaches to reliability. Bilingual children with typical and disordered development will be compared to their English-speaking peers on measures of speech sound ability. Children will produce sounds in single words and their productions will be phonetically transcribed. Child productions will be examined, in both English and Spanish and across both languages, on common diagnostic measures used for monolingual children. Mixed effects regression models will be used to identify between-language interaction in bilingual speech and the Receiver Operating Characteristic Curve (ROC) will be used to determine sensitivity and specificity of the diagnostic measures examined. Item Response Theory (IRT) will be used to identify a set of test items that are sensitive and specific to bilingual children with suspected speech sound disorders. Findings will lead to a characterization of typical and disordered speech sound development in bilingual children and diagnostic guidelines for speech-language pathologists to use in the differential diagnosis of speech difference from speech disorder. These findings will reduce diagnostic error in the identification of speech sound disorders in this population, reducing health disparities for Latino children.