{"title":"发展性语言障碍与非发展性语言障碍学龄学生跨语境、跨年级非主流特征的使用","authors":"Alison Eisel Hendricks, Nathan M Beers","doi":"10.1044/2025_AJSLP-24-00508","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL).</p><p><strong>Method: </strong>Students in kindergarten and first and second grades who speak African American English (AAE; <i>N</i> = 69) completed a language ability measure and story-retell and conversational tasks. Samples were coded, marking 40 NMAE features of AAE. A generalized linear mixed model examined predictive effects of grade, conversational context, and DLD status.</p><p><strong>Results: </strong>The predicted probability of producing NMAE features was significantly higher for children with DLD compared to those in the TL group. The difference across conversational contexts was similar for TL and DLD children, but children with DLD use NMAE features at a higher rate. While there is no difference overall across grades, kindergarteners with DLD produce NMAE features more often than those in first and second grades. This may reflect high usage of NMAE features among kindergarteners with DLD in the story-retell task.</p><p><strong>Conclusions: </strong>Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2893-2906"},"PeriodicalIF":2.5000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452818/pdf/","citationCount":"0","resultStr":"{\"title\":\"Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder.\",\"authors\":\"Alison Eisel Hendricks, Nathan M Beers\",\"doi\":\"10.1044/2025_AJSLP-24-00508\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL).</p><p><strong>Method: </strong>Students in kindergarten and first and second grades who speak African American English (AAE; <i>N</i> = 69) completed a language ability measure and story-retell and conversational tasks. Samples were coded, marking 40 NMAE features of AAE. A generalized linear mixed model examined predictive effects of grade, conversational context, and DLD status.</p><p><strong>Results: </strong>The predicted probability of producing NMAE features was significantly higher for children with DLD compared to those in the TL group. The difference across conversational contexts was similar for TL and DLD children, but children with DLD use NMAE features at a higher rate. While there is no difference overall across grades, kindergarteners with DLD produce NMAE features more often than those in first and second grades. This may reflect high usage of NMAE features among kindergarteners with DLD in the story-retell task.</p><p><strong>Conclusions: </strong>Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE.</p>\",\"PeriodicalId\":49240,\"journal\":{\"name\":\"American Journal of Speech-Language Pathology\",\"volume\":\" \",\"pages\":\"2893-2906\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-09-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12452818/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Speech-Language Pathology\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2025_AJSLP-24-00508\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/8/29 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Speech-Language Pathology","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2025_AJSLP-24-00508","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/8/29 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
引用次数: 0
摘要
目的:语言能力测量不考虑非主流美国英语(NMAE)特征的复杂使用。我们研究了对话语境和年级对发展性语言障碍(DLD)和典型语言同伴(TL)小学生使用NMAE特征的影响。方法:使用非裔美国英语(AAE; N = 69)的幼儿园和一、二年级学生完成语言能力测试和故事复述和会话任务。对样本进行编码,标记出AAE的40个NMAE特征。一个广义的线性混合模型检验了年级、会话语境和DLD状态的预测效果。结果:DLD患儿产生NMAE特征的预测概率显著高于TL组。在会话语境中,TL儿童和DLD儿童的差异相似,但DLD儿童使用NMAE特征的比率更高。虽然各年级之间没有总体差异,但具有DLD的幼儿园儿童比一年级和二年级的儿童更经常产生NMAE特征。这可能反映了具有DLD的幼儿园儿童在复述故事任务中对NMAE特征的高度使用。结论:不同语境的差异表明在临床实践中考虑会话语境的重要性。NMAE特征并不表明有语言障碍的风险,但了解不同语言能力的人产生具有NMAE特征的话语的可能性的差异具有重要意义,可以为使用AAE的学生提供准确评估的信息。
Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder.
Purpose: Language ability measures do not account for complex use of non-mainstream American English (NMAE) features. We examined the impact of conversational context and grade on the use of NMAE features in elementary school, both with developmental language disorder (DLD) and in typical-language peers (TL).
Method: Students in kindergarten and first and second grades who speak African American English (AAE; N = 69) completed a language ability measure and story-retell and conversational tasks. Samples were coded, marking 40 NMAE features of AAE. A generalized linear mixed model examined predictive effects of grade, conversational context, and DLD status.
Results: The predicted probability of producing NMAE features was significantly higher for children with DLD compared to those in the TL group. The difference across conversational contexts was similar for TL and DLD children, but children with DLD use NMAE features at a higher rate. While there is no difference overall across grades, kindergarteners with DLD produce NMAE features more often than those in first and second grades. This may reflect high usage of NMAE features among kindergarteners with DLD in the story-retell task.
Conclusions: Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE.
期刊介绍:
Mission: AJSLP publishes peer-reviewed research and other scholarly articles on all aspects of clinical practice in speech-language pathology. The journal is an international outlet for clinical research pertaining to screening, detection, diagnosis, management, and outcomes of communication and swallowing disorders across the lifespan as well as the etiologies and characteristics of these disorders. Because of its clinical orientation, the journal disseminates research findings applicable to diverse aspects of clinical practice in speech-language pathology. AJSLP seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of speech-language pathology, including aphasia; apraxia of speech and childhood apraxia of speech; aural rehabilitation; augmentative and alternative communication; cognitive impairment; craniofacial disorders; dysarthria; fluency disorders; language disorders in children; speech sound disorders; swallowing, dysphagia, and feeding disorders; and voice disorders.