Efficiency of Speech and Language Intervention on Achievement of Children With Developmental Language Disorder

NCT04926311 | Completed

• 1 other identifier: PI2018_843_0052
• Study Type: observational
• Target: 130
• Locations: 1 country
• Sites: 1

Brief Summary

Children with Developmental Language Disorder (DLD) have many linguistic difficulties in syntax, lexicon, morphology and phonology. Frequently, they also present co-occurrent (or comorbidities) impairments which further impaired school learning. Thus, they have poor academic outcomes and many of these children have been maintained at least one time in a classroom, sometime more. The purpose of this project is to determine which modalities of speech and language therapy are the more efficient on academic outcomes of children with DLD. The main modalities that will be studied are the duration of speech and language intervention, the age at which begins the intervention and the intensity (number of intervention sessions per week).

Conditions

Language Development Disorders; Speech and Language Disorder; Therapy

Keywords

Language Development Disorders; Speech and Language Disorder; Academic outcomes

Outcome Measures

Primary Outcomes (1)

• Number of repeated school year according length of language therapy (number of days)

  Number of repeated school year according length of language therapy

  one day

Study Arms (1)

Developmental Language Disorder patients

Eligibility Criteria

• Age: 12 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)
• Sampling Method: Non-Probability Sample

Study Population

Patients agreed to participate in the study will respond by phone to a questionnaire providing information on modalities of speech and langage intervention therapy, their course of school and academic studies, potentially associated developmental disorders and their management. Analysis will focused on the effects of speech and langage therapy modalities (intensity, age onset, duration), comorbidities and their management if concerned, special education resource teacher or specialized board-level support during the school trajectory on the school grade repetition in the patients of the study.

You may qualify if:

• patients Have been diagnosed in the University Hospital of Amiens-Picardie with a Developmental Language Disorder
• patients must be aged 12 or older,
• patients must be agreed answering the questionnaire

You may not qualify if:

• Children with a neurological pathology or handicap as epilepsy, cerebral palsy, sequelae of severe brain injury (traumatic or ischemic or inflammatory...)
• patients with a severe mental retardation
• patients with autism
• patients with bipolar illness
• patients with psychosis

Sponsors & Collaborators

• Centre Hospitalier Universitaire, Amiens: lead

Study Sites (1)

CHU Amiens

Amiens, 80480, France

Location

MeSH Terms

Conditions

Language Development Disorders; Speech; Language Disorders

Condition Hierarchy (Ancestors)

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

Study Design

• Study Type: observational
• Observational Model: CASE ONLY
• Time Perspective: PROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: June 8, 2021
• First Posted: June 15, 2021
• Study Start: June 8, 2021
• Primary Completion: June 1, 2022
• Study Completion: June 1, 2022
• Last Updated: January 18, 2023

Record last verified: 2023-01

Data Sharing

• IPD Sharing: Will not share

Locations

FR (1)