The goal of this exploratory project is to develop and refine a novel battery of processing-based measurement tools that can be used to effectively identify a behavioral phenotype for primary or """"""""specific"""""""" language impairment (LI) across children with diverse language learning experiences. Participants will be English-only speakers with and without LI, bilingual speakers of Spanish and English, and bilingual speakers of Hmong and English. We propose 2 types of tasks that emphasize either language processing or the processing of nonlinguistic information. The 3 language-based processing tasks are non-word repetition, counting span and rapid naming, in English, Spanish and Hmong. The 3 non-linguistic processing tasks are choice visual detection, auditory serial memory, and Tallal repetition. Group comparisons followed by likelihood ratios will be used to calculate task sensitivity and specificity. Logistic regression and cluster analyses will be used to determine the best combination of tasks for identifying children with LI and potential LI subgroups. The innovation of this research application is 2-fold: to take the fundamental step of addressing the LI phenotype within the context of linguistic diversity and to develop assessment measures that tap into robust aspects of the information processing system, that is, to examine the nonlinguistic cognitive profile accompanying LI language performance as well as the more observable deficit in language processing. Results from the proposed project will directly contribute to a more clearly defined LI phenotype as well as to the development of non-biased assessment measures needed for separating typical language development from LI in an increasingly diverse population. ? ?

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Exploratory/Developmental Grants (R21)
Project #
1R21HD053222-01
Application #
7029862
Study Section
Special Emphasis Panel (ZDC1-SRB-R (38))
Program Officer
Mccardle, Peggy D
Project Start
2006-05-01
Project End
2008-11-30
Budget Start
2006-05-01
Budget End
2007-04-30
Support Year
1
Fiscal Year
2006
Total Cost
$148,477
Indirect Cost
Name
University of Minnesota Twin Cities
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
555917996
City
Minneapolis
State
MN
Country
United States
Zip Code
55455
Pham, Giang; Kohnert, Kathryn; Mann, Deanine (2011) Addressing clinician-client mismatch: a preliminary intervention study with a bilingual Vietnamese-English preschooler. Lang Speech Hear Serv Sch 42:408-22
Windsor, Jennifer; Kohnert, Kathryn; Lobitz, Kelann F et al. (2010) Cross-language nonword repetition by bilingual and monolingual children. Am J Speech Lang Pathol 19:298-310
Kohnert, Kathryn (2010) Bilingual children with primary language impairment: issues, evidence and implications for clinical actions. J Commun Disord 43:456-73
Kohnert, Kathryn; Windsor, Jennifer; Ebert, Kerry Danahy (2009) Primary or ""specific"" language impairment and children learning a second language. Brain Lang 109:101-11