Word Learning Intervention for Language Disorder

Overseen By Dawna M Duff, PhD

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Binghamton University

Disqualifiers: Hearing impairment, uncorrected visual impairment

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 3

100 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to help children with developmental language disorder learn new words by testing the Contextual Word Learning Intervention. Researchers will evaluate the method's effectiveness by comparing children with and without the disorder. Children who have struggled with language skills since at least second grade may benefit from this trial. Participants should not have hearing or uncorrected vision problems.

As an unphased trial, this study offers a unique opportunity for children to potentially enhance their language skills through an innovative method.

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

What prior data suggests that this intervention is safe for children with developmental language disorder?

Research shows that the Contextual Word Learning Intervention is safe for children. Studies on similar vocabulary programs have found that children with developmental language disorders tolerate them well, with no negative effects reported. These programs often lead to significant vocabulary improvements without causing harm, indicating that children can handle the treatment without major issues. Focusing on the sound and meaning aspects of words in these programs has successfully improved language skills. While researchers continue to test this intervention, existing research provides confidence in its safety. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Most treatments for language disorders focus on repetitive practice or speech therapy techniques. However, the Contextual Word Learning Intervention stands out because it uses a metalinguistic approach with novel words, which means it helps individuals understand and think about language in a deeper way by exploring new words and their meanings. This method emphasizes semantic diversity, exposing participants to various contexts and meanings, which can enhance their ability to learn and use new vocabulary effectively. Researchers are excited because this approach could offer a more dynamic and engaging way to improve language skills compared to traditional methods.

What evidence suggests that this intervention is effective for language disorder?

Research shows that teaching children with developmental language disorder (DLD) about word sounds and meanings can greatly improve their vocabulary. These methods help children learn and use new words by focusing on how words sound and what they mean. Studies have highlighted the benefits of this approach for learning words in the classroom. Additionally, directly teaching vocabulary has effectively enhanced language and communication skills in school-age children with language difficulties. This trial will evaluate the Contextual Word Learning Intervention, which aims to help children with DLD by improving their ability to learn words in context, an important skill for success in school and social interactions. ^{1 2 3 5 6}

Who Is on the Research Team?

Dawna M Duff

Principal Investigator

Binghamton University

Are You a Good Fit for This Trial?

This trial is for children with developmental language disorder, which affects their ability to learn vocabulary. To participate, they must have a specific score on a language test called the Clinical Evaluation of Language Fundamentals - Core Test Language Battery.

Inclusion Criteria

You achieved a Standard Score of 90 or higher on the Clinical Evaluation of Language Fundamentals - Core Test Language Battery administered in 2nd grade.

My child scored 85 or less on a 2nd-grade language test.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Participants undergo a metalinguistic intervention involving repeated meaning generation, explanation about proposed meanings, and feedback about accuracy across three sessions spaced one week apart.

3 weeks

3 visits (in-person)

Follow-up

Participants are monitored for retention of the semantics of words used in intervention, measured one week after each session.

3 weeks

What Are the Treatments Tested in This Trial?

Interventions

• Contextual Word Learning Intervention

Trial Overview The study is testing an intervention designed to help children with developmental language disorder improve their word learning in context. It combines two strategies known to aid typical development and compares results between typically developing kids and those with the disorder.

How Is the Trial Designed?

Group I: Contextual Word Learning Intervention Experimental Treatment 1 Intervention

Intervention will consist of a metalinguistic intervention with novel words (n=9), based on Cain (2007), administered across three sessions, and spaced one week apart. Semantic diversity will vary across items.

Who Is Running the Clinical Trial?

Binghamton University

Lead Sponsor

Trials

15

Recruited

2,900+

University of South Carolina

Collaborator

Trials

233

Recruited

122,000+

Published Research Related to This Trial

Retrieval practice that involves spaced repetition and contextual reinstatement (RRCR) significantly enhances word learning and long-term retention in both typically developing children and those with developmental language disorder, as shown in a study with 32 participants aged around 60 months.

Children taught using the RRCR method not only recalled words better after delays but also exhibited distinct neural responses (N400 event-related brain potentials) when processing these words, indicating stronger cognitive engagement with the learned material.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules. Haebig, E., Leonard, LB., Deevy, P., et al.[2020]

The study involved 20 children aged 6 to 8 with word-finding difficulties, and it found that targeted interventions focusing on semantic attributes significantly improved their word retrieval abilities compared to phonological interventions, with nearly double the gains.

The research highlights the importance of tailoring interventions based on individual language profiles, suggesting that personalized approaches could enhance the effectiveness of treatments for children with developmental language disorder.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Understanding differing outcomes from semantic and phonological interventions with children with word-finding difficulties: A group and case series study. Best, W., Hughes, L., Masterson, J., et al.[2022]

Errorless learning therapy was found to be as effective as traditional errorful learning methods for improving word-finding difficulties in 11 patients with aphasia, with most participants showing immediate improvement and continued benefits at follow-up.

All participants preferred the errorless learning approach, highlighting its potential as a more favorable rehabilitation method, regardless of their language skills, suggesting that cognitive factors like recognition memory and executive skills play a crucial role in therapy outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The treatment of anomia using errorless learning. Fillingham, JK., Sage, K., Lambon Ralph, MA.[2018]

A discourse-based intervention approach effectively reduced problematic word finding behaviors in three 9-year-old boys with language-learning disabilities, demonstrating its efficacy in naturalistic contexts.

The intervention involved identifying and providing feedback on word finding behaviors during tasks like picture-elicited narratives and conversations, leading to improved proficiency in word retrieval.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Discourse-based intervention for word finding in children. Stiegler, LN., Hoffman, PR.[2019]

The study involved 17 preschool children who listened to one interactive storybook per week for 9 weeks, focusing on teaching 4 challenging vocabulary words per book, which led to significant vocabulary learning.

Results showed that 74.5% of the tested books resulted in children learning at least 1 new word, with an average of 47% of target vocabulary words learned, indicating that teaching 4 words per book is more effective than previous methods that taught only 2.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention. Peters-Sanders, LA., Kelley, ES., Biel, CH., et al.[2020]

Effective language therapy for children should focus on teaching words that are meaningful to the child and relevant to their current experiences, enhancing their ability to learn language independently later on.

The paper emphasizes the importance of teaching communication skills rather than just language skills, suggesting a more holistic approach to language therapy that incorporates psycholinguistic strategies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Language therapy for children: some thoughts on context and content. Holland, AL.[2019]

In a study involving 48 children aged 5-7 with language impairments, it was found that 87% of the vocabulary words targeted during speech therapy were basic, lower-level words, with only 1% being academically relevant.

The study highlighted that while multiple techniques were used to promote understanding, the vocabulary intervention did not fully align with the principles of rich vocabulary intervention, suggesting a need for improvement in therapy practices.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The 'robustness' of vocabulary intervention in the public schools: targets and techniques employed in speech-language therapy. Justice, LM., Schmitt, MB., Murphy, KA., et al.[2016]

A systematic review of aphasia research datasets revealed significant gaps in participant and intervention details, with only 25.8% of studies reporting prior stroke information and just 2.3% providing socio-economic status, which are crucial for understanding treatment outcomes.

While basic participant demographics like age and sex were commonly reported, the lack of detailed intervention descriptions limits the ability to replicate studies and apply findings in clinical practice, highlighting the need for improved reporting standards in aphasia research.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Communicating simply, but not too simply: Reporting of participants and speech and language interventions for aphasia after stroke. [2022]

A study comparing two rehabilitation strategies for naming impairment in individuals with acquired language disorders found that retrieval practice led to better long-term retention of object names compared to errorless learning, despite the latter showing superior immediate performance.

The results suggest that prioritizing retrieval practice in treatment can enhance the retention of learned names over time, which has important implications for clinical practices in language rehabilitation.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Test-enhanced learning versus errorless learning in aphasia rehabilitation: testing competing psychological principles. Middleton, EL., Schwartz, MF., Rawson, KA., et al.[2022]

Language therapy for patients with acquired aphasia has been shown to significantly improve their condition, but results vary widely due to different treatments and patient disorders.

Targeted treatments that focus on facilitating word retrieval using semantic or phonological cues can lead to lasting improvements, especially when tailored to the patient's existing abilities, suggesting a need for more personalized treatment approaches.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The treatment of acquired aphasia. Howard, D.[2006]

Citations

1. trialx.com trialx.com/clinical-trials/listings/300985/contextual-word-learning-in-children-with-developmental-language-disorder/

Contextual Word Learning in Children With Developmental ... The long term objective of this research program is to develop effective interventions for children with developmental language disorder, which ...

2. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC4122318/

Vocabulary Intervention for School-age Children with ... The purpose of this paper is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment ( ...

3. sciencedirect.com sciencedirect.com/science/article/pii/S0749596X25000713

Word learning in children with developmental language ... Many children with Developmental Language Disorder (DLD) find learning new words difficult, which negatively affects their educational and psycho-social ...

4. pubs.asha.org pubs.asha.org/doi/10.1044/2019_JSLHR-L-18-0337

The Effectiveness of Classroom Vocabulary Intervention for ... The current study investigated the effectiveness of phonological–semantic vocabulary intervention for adolescents with language disorder.

5. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC11962024/

Vocabulary interventions for children with developmental ... Interventions explicitly targeting phonological and semantic word features had the most high-quality studies reporting significant vocabulary gain.

6. speechpathology.com speechpathology.com/articles/vocabulary-interventions-for-students-with-20694

Vocabulary Interventions for Students with Language ... A rich vocabulary intervention for students with language learning disorders (speech and language impairments and/or specific learning disability in reading)