A Framework For Linking Sequential Pattern Rules in DLD: Perception in Toddlers

NCT04531514 | Completed

• 1 other identifier: 2004574003R002 - Toddlers
• Study Type: interventional
• Target: 105
• Locations: 1 country
• Sites: 1

Brief Summary

This broad aim of this clinical study is to assess the hypothesis that morphological and phonological deficits are linked by a broader deficit in sequential pattern learning. This hypothesis applies to learning in general, but is especially critical as an avenue for developing earlier assessments and more powerful interventions for children with developmental language disorder (DLD; AKA specific language impairment). Other populations, such as at-risk toddlers, may also benefit from this new approach.

Conditions

Developmental Language Disorder; Speech Sound Disorder; Specific Language Impairment

Outcome Measures

Primary Outcomes (1)

• Toddlers' ability to learn different types of sound patterns measured by listening times

  Learning will be assessed during the generalization phase. First, each toddler will be given a difference score resulting from mean listening time for consistent minus mean listening time for inconsistent test trials. It is predicted that toddlers will show increased learning of the OR rule in the non-referential condition. Higher vocabulary on the CDI will correspond with weaker performance.

  Generalization Phase which will last 3-5 minutes

Study Arms (2)

Sensitivity to phonological rules & referents OR: Toddlers

EXPERIMENTAL

OR condition

Other: Sensitivity to phonological rules & referents OR: Toddlers

Sensitivity to phonological rules & referents FR: Toddlers

EXPERIMENTAL

Family Resemblance condition

Other: Sensitivity to phonological rules & referents FR: Toddlers

Interventions

Sensitivity to phonological rules & referents OR: Toddlers OTHER

Assess whether the inclusion of a semantic reference decreases OR phonological rule learning

Sensitivity to phonological rules & referents OR: Toddlers

Sensitivity to phonological rules & referents FR: Toddlers OTHER

Assess whether the inclusion of a semantic reference increases FR phonological rule learning

Sensitivity to phonological rules & referents FR: Toddlers

Eligibility Criteria

• Age: 19 Months - 36 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Toddlers will, based on parent case history report, have
• normal hearing
• no medical or developmental concerns
• Language, speech, social, and motor development will be reported as within the expected range
• dominant exposure to English from infancy
• expressive vocabulary above the 10th percentile on the MacArthur-Bates Communicative Development Inventory (CDI; Fenson et al., 2006).

You may not qualify if:

• Participants will be excluded who have
• hearing impairment
• intellectual impairment
• autism
• significant motor impairment
• reported histories of developmental, speech, language, or hearing disorders

Sponsors & Collaborators

• Father Flanagan's Boys' Home: lead

Study Sites (1)

Boys Town Hospital

Omaha, Nebraska, 68131, United States

Location

MeSH Terms

Conditions

Language Development Disorders; Speech Sound Disorder; Specific Language Disorder

Condition Hierarchy (Ancestors)

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

Study Officials

• Lisa Goffman, PhD

  Father Flanagan's Boys' Home

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, CARE PROVIDER
• Masking Details: Care providers will not be told which condition they are participating in. Investigators will know because of familiarity with the stimuli.
• Purpose: BASIC SCIENCE
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Senior Scientist

Model Details: Toddlers will be assigned randomly to one of four conditions: OR condition with a referent; OR condition without a referent; Family Resemblance condition with a referent; Family Resemblance condition without a referent.

Study Record Dates

• First Submitted: August 20, 2020
• First Posted: August 28, 2020
• Study Start: August 3, 2020
• Primary Completion: May 17, 2025
• Study Completion: May 17, 2025
• Last Updated: October 27, 2025

Record last verified: 2025-10

Locations

US (1)