Developmental Language Disorder Clinical Trial
Official title:
The Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes of Bilingual Children With Developmental Language Disorder
Of the 12 million children in the USA growing up bilingual, about 1 million experience Developmental Language Disorder (DLD), a disorder in language learning and use. Currently there is no guidance for speech language pathologists (SLPs) as to the language of intervention for bilingual children with DLD with differing degrees of proficiency with English or Spanish. This project will examine the relationship between relative language proficiency and the language of intervention, considering monolingual intervention in English and Spanish and bilingual intervention presented by alternating English and Spanish treatment sessions with the goal of improving language outcomes and thereby strengthening long-term academic achievement.
Status | Recruiting |
Enrollment | 120 |
Est. completion date | May 1, 2028 |
Est. primary completion date | May 1, 2028 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 4 Years to 6 Years |
Eligibility | Inclusion Criteria: 1. parent concerns and/or a history of receiving services in the public schools 2. age-specific cutoffs for the morphosyntax subtests for their best language (English or Spanish) on the Bilingual English Spanish Assessment. The cut-off score for best language for 4-year-olds is 84, for 5-year-olds is 85, and for 6-year-olds is 81. Using the best-language approach, these scores have a sensitivity over 90% and specificity over 80% for children between 4;0 and 6;11 years of age , which is considered acceptable for studies of diagnostic accuracy. 3. nonverbal IQ, as measured by the Kaufman Brief Intelligence Test-2, matrices subtest, will be at or above a standard score of 70. 4. pass a hearing screening test 5. participants must be bilingual, that is children must be producing at least simple sentences in spontaneous speech in both Spanish and English 6. participants must be able to benefit from treatment for both conditional adverbial clauses and complement clauses, as evidenced by accuracy below 40% on 10-item elicited production probes in both languages Exclusion Criteria: - 1) children with significant sensory-motor concerns or psychiatric disorders per parent report will not be enrolled. |
Country | Name | City | State |
---|---|---|---|
United States | School Districst | Houston | Texas |
Lead Sponsor | Collaborator |
---|---|
University of Houston | National Institute on Deafness and Other Communication Disorders (NIDCD), University of Delaware |
United States,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | Accuracy on elicited production probes (conditional or nominal) | Accuracy on elicited production probes are the primary outcome measure. There are 40 probes in total. Ten for Spanish conditionals, ten English conditionals, ten Spanish complement clauses and ten English complement clauses. | ~1 month before (Pre), 2 weeks before second structure (Mid) and 2 weeks after treatment (Post test) | |
Secondary | Number of target structure (conditional or nominal) produced during a story retell task | Language samples serve as a means to assess functional change. Narratives are more likely than conversation to elicit complex syntactic forms while still being appropriate for this age range. Children will provide one story retell in each language before, at midpoint, and after treatment. Frog books from Mercer Meyer with story-retell scripts developed for this study will be used. The investigators will obtain the number of target utterances used in each language. | ~1 month before (Pre), 2 weeks before second structure (Mid) and 2 weeks after treatment (Post test) |
Status | Clinical Trial | Phase | |
---|---|---|---|
Completed |
NCT05242575 -
The Influence of Immersive Virtual Field Trips on Academic Vocabulary
|
N/A | |
Enrolling by invitation |
NCT04508699 -
Semantic Learning Deficits in School Age Children With Developmental Language Disorder
|
N/A | |
Recruiting |
NCT06026124 -
Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading
|
N/A | |
Recruiting |
NCT05901493 -
Category Learning Retention in Adults With and Without Developmental Language Disorder
|
N/A | |
Not yet recruiting |
NCT05988190 -
Contextual Word Learning in Children With Developmental Language Disorder
|
N/A | |
Recruiting |
NCT05268341 -
Neuroimaging Reveals Treatment-related Changes in DLD
|
N/A | |
Active, not recruiting |
NCT05325333 -
Retrieval-Based Word Learning in Developmental Language Disorder
|
N/A | |
Completed |
NCT06001866 -
Retrieval-Based Word Learning in Developmental Language Disorder: Verb Learning
|
N/A | |
Recruiting |
NCT05953077 -
The Effect of Prior Learning on Treatment of Morpheme Errors
|
N/A | |
Recruiting |
NCT05678634 -
Optimizing Feedback-based Learning in Children With Developmental Language Disorder
|
N/A | |
Recruiting |
NCT06156865 -
Using Neuroimaging and Behavioral Assessments to Understand Late Talking
|
N/A | |
Recruiting |
NCT05767242 -
Early Neurophysiological Markers of Language Impairments
|
||
Recruiting |
NCT04902508 -
Evaluation of an Explicit Approach
|
N/A | |
Terminated |
NCT05127863 -
Efficacy of a Pragmatic Intervention to Improve Adaptation to Context and Interlocutor
|
N/A | |
Recruiting |
NCT04558541 -
A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In DLD: Production
|
N/A | |
Recruiting |
NCT04531514 -
A Framework For Linking Sequential Pattern Rules in DLD: Perception in Toddlers
|
N/A | |
Recruiting |
NCT04996472 -
A Framework For Linking Sequential Pattern Rules in DLD: Perception in Adults
|
N/A | |
Completed |
NCT05295472 -
Reading Intervention to Children With Developmental Language Disorder
|
N/A | |
Active, not recruiting |
NCT03782493 -
Maximizing Outcomes for Preschoolers With Developmental Language Disorders
|
Phase 2 | |
Recruiting |
NCT05445687 -
Rehabilitation of Narrative Language in Children With Hearing Impairment and Developmental Language Disorder
|
N/A |