Semantic Learning Deficits in School Age Children With Developmental Language Disorder

NCT04508699 | Completed Results

• 1 other identifier: R21DC018865
• Study Type: interventional
• Target: 167
• Locations: 1 country
• Sites: 1

Brief Summary

School age children with developmental language disorder (DLD) have known semantic learning deficits but what is less well understood is why semantic learning is difficult for these children. This project will combine behavioral and brain methods to investigate the cognitive and linguistic processes underlying semantic learning in children with DLD compared to typically developing peers. The outcomes will have implications for semantic learning intervention approaches in DLD.

Conditions

Developmental Language Disorder

Keywords

Semantic Learning; ERP; N400; ERSP

Outcome Measures

Primary Outcomes (5)

• Mean Percent Correct Semantic Meaning Identification

  Accuracy on the semantic learning task. Did they correctly identify when there was a meaning or did they say there was no meaning when there should have been one (incorrect response) Higher is better outcome

  immediately following treatment, on the same day as treatment, within 30 minutes

• N400 Amplitude - Sentence 1

  Mean amplitude (measured in microvolts) of the N400 time locked to the target word in sentence 1 collapsed across groups matched for age. Meaning plus condition only. Smaller/more negative indicates more effortful (harder) processing and larger/more positive indicates less effortful (easier) processing.

  immediately following treatment, on the same day as treatment, within 30 minutes

• Theta Changes

  Changes in theta band activity (measured in hertz) from sentence 1 to sentence 3, time locked to the final word in the sentence. Smaller/more negative indicates more effortful (harder) processing and larger/more positive indicates less effortful (easier) processing.

  immediately following treatment, on the same day as treatment, within 30 minutes

• N400 Amplitude - Sentence 2

  Mean amplitude (measured in microvolts) of the N400 time locked to the target word in sentence 2 collapsed across groups matched for age. Meaning plus condition only. Smaller/more negative indicates more effortful (harder) processing and larger/more positive indicates less effortful (easier) processing.

  immediately following treatment, on the same day as treatment, within 30 minutes

• N400 Amplitude - Sentence 3

  Mean amplitude (measured in microvolts) of the N400 time locked to the target word in sentence 3 collapsed across groups matched for age. Meaning plus condition only. Smaller/more negative indicates more effortful (harder) processing and larger/more positive indicates less effortful (easier) processing.

  immediately following treatment, on the same day as treatment, within 30 minutes

Secondary Outcomes (3)

• General Language Level

  baseline

• Nonverbal Cognition

  baseline

• Nonword Repetition Task

  baseline

Study Arms (2)

Developmental language disorder

EXPERIMENTAL

Children with language impairment but in the absence of cognitive deficits

Other: semantic learning

Typical language

ACTIVE COMPARATOR

Children with typical language development and typical cognitive development

Other: semantic learning

Interventions

semantic learning OTHER

Experimental semantic learning from linguistic context task

Developmental language disorder; Typical language

Eligibility Criteria

• Age: 10 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• history of typical language development or history of language or literacy difficulties
• must be willing to wear EEG cap
• must be able to sit still for 1.5 hours to complete experimental tasks
• must be literate

You may not qualify if:

• neurological disorders (i.e., ASD, ADHD)
• significant neurological history (i.e., head injury, epilepsy)
• left handedness
• primary language other than English
• medication other than over-the-counter allergy medications
• and/or nonverbal IQ less than 70

Sponsors & Collaborators

• San Diego State University: lead

Study Sites (1)

San Diego State University

San Diego, California, 92182, United States

Location

MeSH Terms

Conditions

Language Development Disorders

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Results Point of Contact

• Title: AVP for Research Support Services
• Organization: San Diego State University

rss@sdsu.edu

619-594-5938

Study Officials

• Alyson Abel, PhD

  San Diego State University

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: Yes

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, CARE PROVIDER
• Masking Details: Some participants and care providers might not be aware of their child's language impairment
• Purpose: DIAGNOSTIC
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Compare behavioral and EEG outcomes of semantic learning in children with and without developmental language disorder

Study Record Dates

• First Submitted: August 6, 2020
• First Posted: August 11, 2020
• Study Start: October 31, 2022
• Primary Completion: May 31, 2023
• Study Completion: October 8, 2024
• Last Updated: December 13, 2024
• Results First Posted: December 13, 2024

Record last verified: 2024-11

Locations

US (1)