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Language Development Disorders clinical trials

View clinical trials related to Language Development Disorders.

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NCT ID: NCT01988623 Completed - Language Disorder Clinical Trials

Pivotal Response Treatment for Individuals With Intellectual Disabilities

Start date: September 11, 2012
Phase: N/A
Study type: Interventional

The investigators will assess the efficacy of Pivotal Response Treatment (PRT) in the treatment of communication deficits in children with intellectual disabilities. By collecting information about parent and child functioning before and after PRT, The investigators will be able to determine whether the intervention is effective in improving child communication and reducing parent stress.

NCT ID: NCT01897181 Completed - Clinical trials for Auditory Processing Disorder, Central

Central Auditory Processing and the Use of Hearing Aids

CAPHA
Start date: July 2013
Phase: N/A
Study type: Interventional

The purpose of this study is to evaluate the central auditory processing in patients with bilateral sensorineural hearing loss and to observe the change of the central auditory processing ability after using hearing aids.

NCT ID: NCT01337232 Completed - Clinical trials for Language Development Disorders

Building Complex Language

Start date: April 2011
Phase: Phase 1/Phase 2
Study type: Interventional

This study is designed to examine how much therapy is needed in order to make significant gains in knowledge and use of complex sentences. Students will be randomly placed in individual treatment sessions that take place either once or twice per week for nine weeks. All will receive the same type of treatment, which consists of a focused series of oral and written language activities. While it is anticipated that students in both groups will benefit from treatment, we hypothesize that the twice-weekly session frequency will have a significantly greater impact on level of performance and maintenance of skills after treatment.

NCT ID: NCT00625261 Active, not recruiting - Language Delay Clinical Trials

Effectiveness of Early Parent-Based Language Intervention

Start date: October 2003
Phase: Phase 3
Study type: Interventional

The purpose of the study is to examine the effectiveness of a highly-structured parent-based language intervention group program for two-year-old children with language delay.

NCT ID: NCT00607334 Completed - Clinical trials for Developmental Language Disorders

Experimental Word Learning in Children With and Without Language Impairment

Start date: July 2003
Phase: N/A
Study type: Interventional

The purpose of this study is to compare the performances of normally developing children and children with Language Impairment (LI) in three different experimental settings designed to promote vocabulary acquisition. This comparison will also provide evidence to support different intervention approaches designed to increase vocabulary abilities, which has been proved to be one of the major deficits of young children with LI.

NCT ID: NCT00554801 Completed - Clinical trials for Traumatic Brain Injury

Central Auditory Processing Disorders Associated With Blast Exposure

Start date: October 2007
Phase: N/A
Study type: Interventional

The incidence of central auditory dysfunction in war fighters who are exposed to high-explosive blasts while serving in combat have not been clearly determined. The objectives of this study are to determine whether central auditory processing (CAP) disorders are associated with exposure to high-explosive blasts. This study will also examine the incidence, magnitude and timing of spontaneous recovery of CAP function from blast exposure. The information provided by this study will help guide clinicians in both the military and VA health care systems regarding the likelihood of central auditory processing disorders in soldiers returning from deployment and suggest some clinical rehabilitative strategies for the treatment of these patients with CAP deficits.

NCT ID: NCT00212576 Completed - Clinical trials for Language Development Disorders

Promoting Early School Readiness in Primary Health Care

Start date: November 2005
Phase: N/A
Study type: Interventional

This project will measure the degree to which parenting programs based in pediatric primary care can be effective in promoting language development and school readiness in at-risk young children. The study is a randomized controlled trial in which two different primary care-based parenting programs will be compared to a control group in a population that is at risk on the basis of poverty. The two programs represent varying levels of low intensity, but each has the same goals: enhancing parent-child interaction in order to improve language, cognitive and social-emotional development and ultimately promote school readiness and school performance. One program is called the "Video Interaction Project". While waiting to see the primary care provider for well child care, the family meets with a child development specialist, who videotapes the parent and infant interacting together. The videotape is then rewound and watched together by the parent (and infant!) and child development specialist. This leads to a discussion about child development, infant cues and parenting, with the child development specialist building on observed strengths in the interaction. In addition, families are provided with parenting pamphlets developed for the project, and with inexpensive developmentally stimulating toys. The other program is called the "ASQ-Building Blocks Project". This project employs a public health approach to facilitate parental engagement in child development. Families are sent monthly newsletters that focus on child development, infant cues and parenting; included with each newsletter is an inexpensive, developmentally stimulating toy. In addition, families periodically receive Ages and Stages Questionnaires, which they complete and mail back to the program. Based on the questionnaires, the program determines whether the infant has screened positive for possible developmental delay and provides this information to both the family and the primary care provider. This study will test 2 hypotheses: 1. Primary care based parenting interventions can impact parent-child interaction, early child development and school readiness. 2. Interventions of differing intensity will have impacts of differing magnitude depending on the risk level of the family.

NCT ID: NCT00110292 Active, not recruiting - Clinical trials for Developmental Disabilities

Preventing Learning Problems in Young Children: A Public Health and Physician-Based Outreach

Start date: March 2002
Phase: Phase 1
Study type: Interventional

This study will evaluate a program to prevent learning problems in children. The program is an inexpensive public health outreach program designed for families living in poverty and is administered through pediatricians' offices and clinics.

NCT ID: NCT00004570 Terminated - Language Delay Clinical Trials

Hereditary Deficits in Auditory Processing Leading to Language Impairment

Start date: January 31, 1999
Phase:
Study type: Observational

Some children with certain language disorders may not properly process the sounds they hear, resulting in language impairments. The purpose of this study is to determine if deficits in auditory temporal processing the way the brain analyzes the timing and patterns of sounds are an inherited trait. Families with auditory temporal processing deficits are sought in order to identify the genes responsible for auditory temporal processing deficits. Children and adults with a diagnosis or history of language impairment in the family and their family members both affected and non-affected are eligible for this two-part study. In Part 1, participants undergo a series of language tests and listening tests to measure various characteristics of how they perceive sound. In Part 2, they are interviewed about language disorders, learning disabilities, and other medical problems of family members. This information is used to construct a pedigree (family tree diagram) showing the pattern of inheritance of family traits. Study subjects whose pedigree indicates that language disorders may be hereditary in their family will provide either a small blood sample (1 to 2 tablespoons) or a tissue specimen obtained from a cheek swab (rubbing the inside of the cheek with a small brush or cotton swabs). The sample will be used to isolate DNA for genetic analysis.