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

Trial Summary

What is the purpose of this trial?

Many children have developmental language disorder, which makes it difficulty to learn language, including vocabulary, and results in ongoing academic and social difficulties. Despite the fact that most words are learned in context without direct teaching, we know very little about how children with developmental language disorder learn words in context. This project will combine, for the first time, two strategies which improve contextual word learning in children with typical development, and test their effect in both typically developing children, and those with developmental language disorder. The results will provide timely information that will contribute to evidence based practice for contextual word learning in children with developmental language disorder.

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 data supports the effectiveness of the treatment Contextual Word Learning Intervention for Language Disorder?

Research shows that interventions focusing on word finding, like the Contextual Word Learning Intervention, can help children with language disorders improve their ability to find and use words. Studies have found that using strategies like semantic (meaning-based) and phonological (sound-based) approaches can significantly enhance word-finding abilities in children with language difficulties. ^{1 2 3 4 5}

Is the Word Learning Intervention for Language Disorder safe for humans?

The studies reviewed do not report any safety concerns related to word learning interventions, suggesting they are generally safe for human participants. ^{2 4 6 7 8}

How is Contextual Word Learning Intervention different from other treatments for language disorders?

Contextual Word Learning Intervention is unique because it focuses on teaching words in natural, meaningful contexts, which helps children understand and remember words better by connecting them to real-life situations. This approach contrasts with other methods that might focus more on isolated word learning or phonetic exercises. ^{1 3 4 9 10}

Research Team

Dawna M Duff

Principal Investigator

Binghamton University

Eligibility Criteria

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

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

Treatment Details

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.

Participant Groups

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+

Findings from Research

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]

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]

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]

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]

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]

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]

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]

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 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]

References

1. United States pubmed.ncbi.nlm.nih.gov

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

2. England pubmed.ncbi.nlm.nih.gov

The treatment of anomia using errorless learning. [2018]

3. Italy 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. [2022]

4. United States pubmed.ncbi.nlm.nih.gov

Discourse-based intervention for word finding in children. [2019]

5. England pubmed.ncbi.nlm.nih.gov

The treatment of acquired aphasia. [2006]

6. United States pubmed.ncbi.nlm.nih.gov

Test-enhanced learning versus errorless learning in aphasia rehabilitation: testing competing psychological principles. [2022]

7. United States pubmed.ncbi.nlm.nih.gov

The 'robustness' of vocabulary intervention in the public schools: targets and techniques employed in speech-language therapy. [2016]

8. England pubmed.ncbi.nlm.nih.gov

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

9. United States 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. [2020]

10. United States pubmed.ncbi.nlm.nih.gov

Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention. [2020]