N/A N=38 Treatment

Strategies for Teaching Verbs

Language Development Disorders · Down Syndrome · Child Language

Bottom Line

View on ClinicalTrials.gov: NCT03441685 ↗

Enrolled (actual)

Serious AEs

0.0%

Results posted

Jun 2024

Primary outcome: Primary: Accuracy Identifying Taught Words - Syntactic Condition — 8.73; 8.75; 10.29 Score on a scale — p=0.73

Study Design & Population

Study type: Interventional
Phase: N/A
Interventions: Semantic cues (perform action), syntactic cues (sentence frame), or combined semantic and syntactic cues (Behavioral)
Age: Pediatric · 3+ yrs
Sex: All
Sponsor: Vanderbilt University Medical Center
Primary completion: Jul 2021

Outcome Measures

Outcome	Result	p-value
PRIMARY Accuracy Identifying Taught Words - Syntactic Condition	8.73; 8.75; 10.29	0.73
PRIMARY Accuracy Identifying Taught Words - Semantic Condition	8.91; 9.50; 10.14	0.76
PRIMARY Accuracy Identifying Taught Words - Combined Condition	9.04; 9.38; 10.00	0.72
SECONDARY Accuracy Labeling Taught Words - Syntactic Condition	0.61; 0.75; 0.86	0.64
SECONDARY Accuracy Labeling Taught Words - Semantic Condition	0.52; 1.00; 0.43	0.35
SECONDARY Accuracy Labeling Taught Words - Combined Condition	0.70; 1.38; 0.71	0.56

Summary

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.

Eligibility Criteria

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)

View full record on ClinicalTrials.gov →

Data sourced from ClinicalTrials.gov (NCT03441685). Outcome figures and adverse-event rates are extracted automatically from the registry's posted results and are provided for clinician reference, not as a substitute for the primary publication.