Developmental Language Disorder Clinical Trial
Official title:
A Developmental Framework For Linking Phonological and Morphosyntactic Sequential Pattern Rules in Developmental Language Disorder
This broad aim of this clinical study is to assess the hypothesis that morphological and phonological deficits are linked by a broader deficit in sequential pattern learning. This hypothesis applies to learning in general, but is especially critical as an avenue for developing earlier assessments and more powerful interventions for children with developmental language disorder (DLD; AKA specific language impairment). Other populations, such as at-risk toddlers, may also benefit from this new approach.
Status | Recruiting |
Enrollment | 150 |
Est. completion date | July 2026 |
Est. primary completion date | July 2026 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 19 Months to 36 Months |
Eligibility | Inclusion Criteria: Toddlers will, based on parent case history report, have - normal hearing - no medical or developmental concerns - Language, speech, social, and motor development will be reported as within the expected range - dominant exposure to English from infancy - expressive vocabulary above the 10th percentile on the MacArthur-Bates Communicative Development Inventory (CDI; Fenson et al., 2006). Exclusion Criteria: Participants will be excluded who have - hearing impairment - intellectual impairment - autism - significant motor impairment - reported histories of developmental, speech, language, or hearing disorders |
Country | Name | City | State |
---|---|---|---|
United States | University of Texas at Dallas | Richardson | Texas |
United States | University of Arizona | Tucson | Arizona |
Lead Sponsor | Collaborator |
---|---|
University of Arizona | The University of Texas at Dallas |
United States,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Toddlers' ability to learn different types of sound patterns measured by listening times | Learning will be assessed during the generalization phase. First, each toddler will be given a difference score resulting from mean listening time for consistent minus mean listening time for inconsistent test trials. It is predicted that toddlers will show increased learning of the OR rule in the non-referential condition. Higher vocabulary on the CDI will correspond with weaker performance. | Generalization Phase which will last 3-5 minutes |
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