RECRUITING

Treating Complex Grammar Knowledge Deficits in School-Age Children With Developmental Language Disorder

Study Overview

This clinical trial focuses on testing the efficacy of different digital interventions to promote re-engagement in cancer-related long-term follow-up care for adolescent and young adult (AYA) survivors of childhood cancer.

Description

The goal of this project is to compare the relative effectiveness of two novel treatments to improve the complex grammar knowledge of school-age (8-11-year-old) children with developmental language disorder (DLD). Treatment 1 is an implicit approach to promoting children's automatic grammar learning and Treatment 2 is a more conventional explicit approach in which participants are taught the rules underlying the grammar. Treatment 1 involves children listening to an examiner produce a target sentence 20 times during each training session while describing a picture. The children will then see a picture and be asked to describe the action taking place. Treatment 2 involves children listening to an examiner describe the action occurring in a picture using a sentence pattern targeted to the child's deficit. The child will then be asked who did the action in the sentence and who received the action, after which the examiner will provide specific feedback about why the child's response was correct or incorrect. The expectation is that over a short period children will begin to use their targeted sentence pattern after hearing the examiner produce it many times. Children will complete four outcome measures (syntactic knowledge, sentence comprehension, sentence chunking, narrative comprehension/ production) prior to treatment, immediately after treatment, and five weeks after treatment. Children will be randomly assigned to one of the two treatments. Both treatments will be delivered 20 times over 10 weeks. The investigators anticipate that the children receiving Treatment 1 will show stronger gains in knowledge across the four outcome measures.

Official Title

Treating Complex Sentences in Children With DLD

Quick Facts

Study Start:2024-12-01
Study Completion:2027-10-15
Study Type:Not specified
Phase:Not Applicable
Enrollment:Not specified
Status:RECRUITING

Study ID

NCT06911138

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Ages Eligible for Study:8 Years to 11 Years
Sexes Eligible for Study:ALL
Accepts Healthy Volunteers:No
Standard Ages:CHILD
Inclusion CriteriaExclusion Criteria
  1. * Language impairment: standard score of 34 or lower on the Test of Language and Learning Skills
  2. * Nonverbal IQ: nonverbal quotient of 77 or higher
  3. * Normal range hearing
  4. * Normal or corrected vision
  5. * Native English speaker
  6. * Sentence comprehension screening/sentence chunking screening 50% or lower
  1. * Neurodevelopmental disorder
  2. * Emotional/behavioral disorder
  3. * Frank neurological disorder
  4. * Treatment for complex syntax from outside clinician

Contacts and Locations

Study Contact

Jeanette Eckert
CONTACT
740-593-0113
j.eckert@ohio.edu

Study Locations (Sites)

University of Arizona
Tucson, Arizona, 85721
United States
Ohio University
Athens, Ohio, 45701
United States
Utah State University
Logan, Utah, 84322
United States
West Virginia University
Morgantown, West Virginia, 26506
United States

Collaborators and Investigators

Sponsor: Ohio University

Study Record Dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Registration Dates

Study Start Date2024-12-01
Study Completion Date2027-10-15

Study Record Updates

Study Start Date2024-12-01
Study Completion Date2027-10-15

Terms related to this study

Keywords Provided by Researchers

  • Treatment

Additional Relevant MeSH Terms

  • Developmental Language Disorders