The Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes of Bilingual Children With Developmental Language Disorder

Description

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.

Conditions

Developmental Language Disorder, Language Impairment

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Study Overview

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Study Details

Study overview

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.

The Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes of Bilingual Children With Developmental Language Disorder

The Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes of Bilingual Children With Developmental Language Disorder

Condition
Developmental Language Disorder
Intervention / Treatment

-

Contacts and Locations

Houston

School Districst, Houston, Texas, United States, 77204

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.

For general information about clinical research, read Learn About Studies.

Eligibility 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
  • * 1) children with significant sensory-motor concerns or psychiatric disorders per parent report will not be enrolled.

Ages Eligible for Study

4 Years to 6 Years

Sexes Eligible for Study

ALL

Accepts Healthy Volunteers

Yes

Collaborators and Investigators

University of Houston,

Study Record Dates

2028-05-01