Maximizing Outcomes for Preschoolers With Developmental Language Disorders
Status: | Not yet recruiting |
---|---|
Conditions: | Cognitive Studies |
Therapuetic Areas: | Psychiatry / Psychology |
Healthy: | No |
Age Range: | Any |
Updated: | 3/15/2019 |
Start Date: | April 1, 2019 |
End Date: | February 1, 2024 |
Contact: | Megan Y Roberts, PhD |
Email: | megan.y.roberts@northwestern.edu |
Phone: | 8474913183 |
Maximizing Outcomes for Preschoolers With Developmental Language Disorder: Testing the Effects of a Sequentially Targeted Naturalistic Intervention.
The objective of the proposed study is to evaluate the efficacy of the Enhanced Milieu
Teaching-Sentence Focus (EMT-SF) intervention, implemented by caregivers and
interventionists, relative to a control condition enrolling 108 30-month-old children and
their caregivers. The central hypothesis is that intervention will result in better overall
child language skills at 48 months of age.
Teaching-Sentence Focus (EMT-SF) intervention, implemented by caregivers and
interventionists, relative to a control condition enrolling 108 30-month-old children and
their caregivers. The central hypothesis is that intervention will result in better overall
child language skills at 48 months of age.
A multi-site, phase 2, randomized clinical trial will be used to determine whether
communication support strategies are effective for improving language outcomes in children
with emergent developmental language disorder.
At study entry, 108 children with emergent developmental language disorder (DLD) at 30 months
of age will be randomly assigned 1:1 to either the EMT-SF treatment condition or a Business
as Usual (BAU) control group. The control group is necessary to determine the efficacy of the
EMT-SF intervention. The EMT-SF group is necessary to evaluate the effects of systematically
teaching caregivers to use these strategies. Because all children in the study have language
delays that will make them eligible to receive the early intervention services through the
state early intervention program, children in both experimental conditions will receive
state-provided community-based intervention according to their Individualized Family Service
Plan — the current standard of care or from private speech language therapy providers.
Children in the EMT-SF condition will receive an additional 18 months of interventionist plus
caregiver-implemented intervention sessions. Children in both groups will be assessed at the
start of the study and every 3 months until the child is 48 months old. The goal is to enroll
all children at 30 months of age and provide a minimum of 60 of the planned 66 sessions of
intervention to each child in the treatment condition; however, variability in age at study
entry (e.g., 30 months), intervention dosage, and number of assessment data points will be
addressed in the statistical analysis.
communication support strategies are effective for improving language outcomes in children
with emergent developmental language disorder.
At study entry, 108 children with emergent developmental language disorder (DLD) at 30 months
of age will be randomly assigned 1:1 to either the EMT-SF treatment condition or a Business
as Usual (BAU) control group. The control group is necessary to determine the efficacy of the
EMT-SF intervention. The EMT-SF group is necessary to evaluate the effects of systematically
teaching caregivers to use these strategies. Because all children in the study have language
delays that will make them eligible to receive the early intervention services through the
state early intervention program, children in both experimental conditions will receive
state-provided community-based intervention according to their Individualized Family Service
Plan — the current standard of care or from private speech language therapy providers.
Children in the EMT-SF condition will receive an additional 18 months of interventionist plus
caregiver-implemented intervention sessions. Children in both groups will be assessed at the
start of the study and every 3 months until the child is 48 months old. The goal is to enroll
all children at 30 months of age and provide a minimum of 60 of the planned 66 sessions of
intervention to each child in the treatment condition; however, variability in age at study
entry (e.g., 30 months), intervention dosage, and number of assessment data points will be
addressed in the statistical analysis.
Inclusion Criteria:
- Parent or caregiver (mother, father, grandparent) willing to participate in caregiver
training over the full 18 months of the study
- Normal non-verbal cognitive abilities
- Receptive and expressive language delay:
- English as the only language spoken to the child in the home
- Provision of signed and dated informed consent form
- Attempts to imitate 10 words
Exclusion Criteria:
- Diagnosis of a neurodevelopmental disability other than DLD (e.g., Down syndrome, ASD,
intellectual disability)
- Caregiver report of a major medical condition (e.g., seizures, cancer, stroke,
traumatic head injury, cleft lip/palate, cerebral palsy, legally blind, any genetic
diagnosis associated - - Caregiver report of preterm birth (i.e., < 37 weeks
gestation)
- Caregiver report of hearing impairment or audiological testing indicating hearing
thresholds > 20dB
- Caregiver report or direct observation of any problems chewing, sucking through a
straw, or blowing bubbles.
We found this trial at
2
sites
2201 West End Ave
Nashville, Tennessee 37232
Nashville, Tennessee 37232
(615) 322-7311
Principal Investigator: Ann Kaiser, PhD
Phone: 615-322-8160
Vanderbilt University Vanderbilt offers undergraduate programs in the liberal arts and sciences, engineering, music, education...
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Evanston, Illinois 60208
Principal Investigator: Megan Y Roberts, PhD
Phone: 847-491-3183
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