Strategies for Teaching Verbs
| Status: | Recruiting |
|---|---|
| Conditions: | Cognitive Studies, Other Indications |
| Therapuetic Areas: | Psychiatry / Psychology, Other |
| Healthy: | No |
| Age Range: | 3 - 17 |
| Updated: | 8/15/2018 |
| Start Date: | March 21, 2018 |
| End Date: | July 2019 |
| Contact: | Alison Hessling, M.S. |
| Email: | alison.hessling@vanderbilt.edu |
| Phone: | 6159365136 |
This study is designed to evaluate whether children with Down syndrome and children with
typical development exhibit different levels of accuracy demonstrating novel verbs taught
under three conditions: semantic cues (perform action), syntactic cues (sentence frame), and
combined (syntactic and semantic cues). The participants complete an eligibility evaluation
and then one verb learning session (approximately 60 minutes in length). During that verb
learning session they are taught sets of words under each condition (i.e., within-subjects
design) and then asked to identify and label those target words immediately after
instruction.
typical development exhibit different levels of accuracy demonstrating novel verbs taught
under three conditions: semantic cues (perform action), syntactic cues (sentence frame), and
combined (syntactic and semantic cues). The participants complete an eligibility evaluation
and then one verb learning session (approximately 60 minutes in length). During that verb
learning session they are taught sets of words under each condition (i.e., within-subjects
design) and then asked to identify and label those target words immediately after
instruction.
Inclusion Criteria:
- Must use oral communication as their primary means of communication
- Must be monolingual English speakers
- Behaviorally able to attend for 20 minutes
- Children with typical development must demonstrate no more than one standard deviation
below the mean on the speech and language measures
Exclusion Criteria:
- Nonverbal cognitive score less than three standard deviations below the mean (standard
score of 54 below)
- Identified hearing loss or failed hearing screening
- Uncorrected vision impairment
- Motor impairment that prevents completion of study activities
- Concomitant disorders (e.g., Autism spectrum disorder)
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