NCT06911138|Recruiting
Treating Complex Grammar Knowledge Deficits in School-Age Children With Developmental Language Disorder
DLD Treatment
Treating Complex Sentences in Children With DLD
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DLD Treatment
Treating Complex Sentences in Children With DLD
Sponsor study identifier
Secondary identifiers
interventional
150
1 country
4
Study Start
December 1, 2024
Actual (reported)Primary Completion
August 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Study Completion
October 15, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
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.
Registry-reported information. Elapsed time and enrollment totals alone do not measure study progress or recruitment pace.
October 15, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
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Dates and qualifiers reported by the registry. Estimated dates do not confirm that a milestone has occurred.
December 1, 2024
Actual (reported)March 18, 2025
Actual (reported)April 4, 2025
Actual (reported)August 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
October 15, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Sentence Comprehension
This measure assesses participants' comprehension of subject-object and passive sentences in a conventional picture pointing task, i.e., listening to a sentence then pointing to an image that best depicts what is stated in the sentence. The dependent variable is percent accuracy (0% - 100%).
Comprehension is assessed at baseline and twice at post-test, immediately following treatment and up to 5 weeks post-treatment.
Sentence Priming
This measure assesses participants' knowledge of subject-object and passive sentence structures using a syntactic priming task (i.e., producing the target structure to describe the action occurring in an imagine after hearing the examiner produce the target structure when describing the action occurring in a "prime" imagine). The dependent variable is percent accuracy in producing the target correctly (0% - 100%).
Syntactic knowledge is assessed at baseline and twice at post-test, immediately following treatment and up to 5 weeks post-treatment.
Sentence Chunking
This measure assesses participants' knowledge of subject-object and passive sentence structures using a sentence production task in which participants imitate a sentence spoken by the examiner. The primary dependent variable is the percent accuracy of word recall for each stimulus sentence (0% - 100%).
Sentence chunking is assessed at baseline and twice at post-test, immediately following treatment and up to 5 weeks post-treatment.
Narrative Comprehension/Retell
This measure assesses participants' ability to generalize the use of a trained sentence-level target (subject-object or passive structure) to the discourse level by comprehending and retelling stories containing a targeted sentence structure. The primary dependent variables are (a) percent questions comprehended correctly in a story (0% - 100%) and (b) percent target sentences produced correctly (0% -100%).
This treatment involves providing participants an implicit approach to grammar learning via a syntactic priming paradigm immediately following the completion of the pre-treatment measures.
This treatment involves providing participants an implicit approach to grammar learning via a syntactic priming paradigm 10 weeks following the completion of the pre-treatment measures. This arm allows assessing whether improvement on the outcome measures is due to 10 weeks of treatment or just maturation.
Behavioral intervention that focuses on improving syntactic knowledge.
Registry-reported names are shown in full. Names without a link have not yet been matched to a Syfrah profile.
University of Arizona
Tucson, Arizona, 85721, United States
Ohio University
Athens, Ohio, 45701, United States
First Submitted
March 18, 2025
First Posted
April 4, 2025
Study Start
December 1, 2024
Actual (reported)Developmental Pilot of Support Groups for Caregivers of Children With DLD
Narrative comprehension/retell is assessed at baseline and twice at post-test, immediately following treatment and up to 5 weeks post-treatment.
Working Memory
This measure assesses participants' working memory capacity/span while performing a cognitive activity, i.e., listening to lists of words and digits presented in random order at different list lengths (2-8 items) and then first recalling the words in serial order followed by the digits in serial order. The primary dependent variable is memory span (1.0 items-8.0 items).
Working memory is assessed at baseline and twice at post-test, immediately after treatment and up to 5 weeks post-treatment.
This treatment involves providing participants an explicit approach to grammar learning via conventional teaching of grammatical rules immediately following the completion of the pre-treatment measures.
This treatment involves providing participants an explicit approach to grammar learning via conventional teaching of grammar rules 10 weeks following the completion of the pre-treatment measures. This arm allows assessing whether improvement on the outcome measures is due to 10 weeks of treatment or just maturation.
Contact the study team to confirm eligibility.
Utah State University
Logan, Utah, 84322, United States
West Virginia University
Morgantown, West Virginia, 26506, United States
Primary Completion
August 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Study Completion
October 15, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Last Updated
April 4, 2025
Record last verified: 2024-12
All study protocols and all de-identified individual participant level performance data across all standardized tests, screening measures, and outcome measures will be made available.
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