Language Impairment Clinical Trial
Official title:
Determining Optimal Treatment Intensity for Children With Language Impairment
The purpose of this study is to determine the amount of speech-language intervention children with language impairment need to make vocabulary gains. The investigators hope to identify the optimal amount of intervention needed as well as the point at which adding more intervention is no longer beneficial. Participants will be randomly assigned (like a flip of a coin) to attend therapy either one time a week for 10 weeks (2 hours a session) or 4 times a week for 10 weeks (30 min per session). Each therapy session will follow a word learning intervention that is designed to increase children's word learning abilities using rich, robust word learning strategies within story book readings. The optimal amount of intervention relates to duration, dose, and frequency. Duration refers to how long the child is seen for (e.g., 10 weeks, 1 year). Dose represents the number of exposures to each new vocabulary word within a therapy session. Frequency represents the number of therapy sessions per week. The investigators will test the hypothesis that distributed learning leads to higher gains. The investigators propose that the greatest gains will be observed for children who receive high-frequency/low-dose or low-frequency/high-dose treatments as compared to children who receive high-frequency/high-dose or low-frequency/low-dose treatments. The investigators will test the hypothesis that for both low-frequency and high-frequency treatments, there is a point at which increases in treatment dose do not correspond to any additional gains in children's vocabulary skills during treatment. At the close of this four-year study, evidence concerning optimal treatment intensity of a word learning intervention will be instrumental for immediately informing speech-language pathologists in how much vocabulary treatment to prescribe as well as for designing additional clinical trials by our and other research teams.
Status | Recruiting |
Enrollment | 180 |
Est. completion date | January 31, 2024 |
Est. primary completion date | January 31, 2024 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 5 Years to 6 Years |
Eligibility | Inclusion Criteria: - Is between the ages of 5:0-6:11 - Has a primary diagnosis of a language impairment with deficits in vocabulary - Primarily communicates in English - Scores at or below 10th percentile on at least one of these three vocabulary assessments: 1. Semantics subtest of the Diagnostic Evaluation of Language Variation (DELV) 2. Vocabulary subtests of the Test of Language Development (TOLD-P:5); or 3. Comprehensive Receptive and Expressive Vocabulary (CREVT) Exclusion Criteria: - Children with concomitant diagnoses that may underlie observed language difficulties (e.g., autism, hearing loss, severe cognitive disability) |
Country | Name | City | State |
---|---|---|---|
United States | University of Texas at Austin | Austin | Texas |
United States | The Ohio State University | Columbus | Ohio |
Lead Sponsor | Collaborator |
---|---|
University of Texas at Austin | Ohio State University |
United States,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Change in Definition Task | The definition task assesses children's abilities to define the 60 intervention target words. To administer the definition task, children are shown a picture representing each targeted word and asked to define it. | Within 2 weeks of the last intervention session | |
Primary | Generalized Change in Definition Task | The definition task assesses children's abilities to define the 60 intervention target words. To administer the definition task, children are shown a picture representing each targeted word and asked to define it. | 6 months after the last intervention session | |
Secondary | Change in Word Definition Task Expressive One-Word Picture Vocabulary Test -Fourth Edition (EOWPVT-4); Standardized | The EOWPVT-4 is an individually administered, norm-referenced assessment of how well a person can name objects, actions, or concepts presented in full-color pictures. | Within 2 weeks of the last intervention session | |
Secondary | Generalized Change in Word Definition Task Expressive One-Word Picture Vocabulary Test -Fourth Edition (EOWPVT-4); Standardized | The EOWPVT-4 is an individually administered, norm-referenced assessment of how well a person can name objects, actions, or concepts presented in full-color pictures. | 6 months after the last intervention session | |
Secondary | Change in Receptive One-Word Picture Vocabulary Test-Fourth Edition (ROWPVT-4); Standardized | The ROWPVT-4 is an individually administered, norm-referenced assessment of how well a person can match a word that is heard to objects, actions, or concepts presented in pictures. | Within 2 weeks of the last intervention session | |
Secondary | Generalized Change in Receptive One-Word Picture Vocabulary Test-Fourth Edition (ROWPVT-4); Standardized | The ROWPVT-4 is an individually administered, norm-referenced assessment of how well a person can match a word that is heard to objects, actions, or concepts presented in pictures. | 6 months after the last intervention session |
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