Parent-Level Predictors of Early Language Interaction Quality and Intervention Outcomes

Trial Information
Status: Recruiting
Location: See location...
Intervention Type: Other, Behavioral
Study Type: Interventional
Study Phase: Not Applicable
Summary

Children with poor early language skills are at risk for academic, social, vocational, and health difficulties across the lifespan. Parent training-as part of early language intervention-is a cost-effective option to address this public health issue, but these interventions demonstrate large individual differences in outcomes and barriers to scalability. The purpose of this research is to examine parent-level predictors of early language interaction quality and modifiability during training, which will help increase intervention effectiveness.

Am I eligible for this trial?
Participation Requirements
Sex:
All
Minimum Age:
2
Healthy Volunteers:
Accepts Healthy Volunteers

• Score greater than or equal to 81.25 standard score (-1.25 SD) on the Cognition subtest of the DAYC-2 (STUDY 1).

• Score greater than or equal to 37.5 t-score (-1.25 SD) on the Visual Reception scale of the Mullen Scales of Early Learning (STUDY 2).

• vi. Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance including speech-language disorders (e.g., ASD, DLD, cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability; STUDY 1 AND 2).

• vii. Pass the Modified Checklist for Autism in Toddlers-Revised with Follow-Up screener (STUDY 1 AND 2).

• b. DLD Group i. 2;6-4;0:0 at the start of testing (STUDY 1 AND 2) ii. English dominant (at least 80%; STUDY 1 AND 2) iii. Pass hearing screening at 25 dB in both ears across 500, 1000, 2000, and 4000 Hz OR no parent-reported diagnosed hearing loss (or no concerns if the child has not been tested; STUDY 1 AND 2).

• iv. Qualify as at risk for persistent language disorder by meeting two out of three criteria (STUDY 1 AND 2).

• Score at or below the 10th percentile on the MacArthur-Bates Communicative Development Inventory-III (CDI-III) Sentences section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos.

• AND

• Score at or below the 10th percentile on the CDI-III Vocabulary section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos. The child must also produce at least 10 different words on either the CDI-III or CDI-Words and Sentences (CDI-WS long form).

• OR 3. Score at or below -1.25 standard deviations on the Expressive Communication scales of the PLS-5 (STUDY 2).

• Score greater than or equal to 70 standard score (-2 SD) on the Cognition subtest of the DAYC-2 (STUDY 1)

• Score greater than or equal to 30 t-score (-2 SD) on the Visual Reception scale of the Mullen (STUDY 2).

• vi. Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance beyond speech-language disorders (e.g., ASD, cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability other than DLD; STUDY 1 AND 2).

• vii. Pass the Modified Checklist for Autism in Toddlers-Revised with Follow-Up screener (STUDY 1 AND 2) OR the Screening Tool for Autism in Toddlers and Young Children (STUDY 2).

• c. DLD+ASD Group (STUDY 2) i. 2;6-4;0:0 at the start of testing ii. English dominant (at least 80%) iii. Pass hearing screening at 25 dB in both ears across 500, 1000, 2000, and 4000 Hz OR no parent-reported diagnosed hearing loss (or no concerns if the child has not been tested).

• iv. Have received ASD diagnosis from a healthcare professional prior to beginning the study.

• v. Qualify as at risk for persistent language disorder by meeting two out of three criteria.

• Score at or below the 10th percentile on the MacArthur-Bates Communicative Development Inventory-III (CDI-III) Sentences section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos.

• AND

• Score at or below the 10th percentile on the CDI-III Vocabulary section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos. The child must also produce at least 10 different words on either the CDI-III or CDI-Words and Sentences (CDI-WS long form).

• OR

• Score at or below -1.25 standard deviations on the Expressive Communication scales of the PLS-5.

• vi. Score greater than or equal to 30 t-score (-2 SD) on the Visual Reception scale of the Mullen.

• vii. Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance beyond speech-language disorders or ASD (e.g., cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability other than ASD/DLD).

Where is this trial taking place?
United States
Pennsylvania
Temple University
Recruiting
Philadelphia
Who do I contact about this trial?
Primary
Rebecca M Alper, Ph.D., CCC-SLP
rebecca.alper@temple.edu
215-204-8537
When is this trial taking place?
Start Date: March 22, 2021
Estimated Completion Date: November 30, 2024
How many participants will be in this trial?
Target number of participants: 350
What treatment is being studied in this trial?
Other: Typically Developing Children Study 2 (TD2)
No-intervention comparison group measured over time.
Experimental: Children with Dev Language Disorder Study 2 (DLD2)
Enhanced Milieu Teaching
Experimental: Children with Autism Spectrum Disorders Study 2 (ASD+DLD 2)
Enhanced Milieu Teaching
Other: Typically Developing Children Study 1 (TD1)
No-intervention group for observational data comparison.
Other: Children with Dev Language Disorder Study 1 (DLD1)
No-intervention group for observational data comparison.
Who are the authors of this trial?
Rebecca M Alper

This content was sourced from clinicaltrials.gov