Retrieval-based Word Learning for Developmental Language Disorder

Overseen By Laurence B Leonard, PhD

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Purdue University

Disqualifiers: Hearing loss, Neurological damage, Autism, others

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

Compensation: Varies

Number of Visits: 3

32 Participants Needed

Trial Summary

What is the purpose of this trial?

Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to determine whether special benefits accrue when these children must frequently recall newly introduced words during the course of learning. In the current study, the investigators compare a "standard" repeated spaced retrieval schedule, with fixed spacing between hearing a word and attempting to retrieve it, to an "adaptive" repeated spaced retrieval schedule in which opportunities to retrieve a given word are tailored to the individual child's current knowledge state. The goal of the study is to determine whether the adaptive schedule can increase children's absolute levels of learning while maintaining the advantages of repeated spaced retrieval.

Research Team

Laurence B Leonard, PhD

Principal Investigator

Purdue University

Eligibility Criteria

This trial is for four- and five-year-old children with developmental language disorder (DLD), also known as specific language impairment. It aims to help those who struggle significantly with word learning, affecting their academic and social skills.

Inclusion Criteria

Native English speaker (can be bilingual)

My hearing is normal and I have no neurological issues.

Significant deficit in language ability (language test score below cutoff for best sensitivity/specificity) or documented age-appropriate language ability

Exclusion Criteria

Scores on tests of nonverbal intelligence below the intellectual disability range (standard score less than 75)

Autism spectrum disorder

Non-native English speaker

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Learning Phase

Children learn novel verbs using standard and adaptive retrieval schedules over two consecutive days

2 days

2 visits (in-person)

Immediate Recall Testing

Recall of word forms and meanings tested 5 minutes after the learning session

5 minutes

Follow-up

Participants are monitored for word recall and recognition one week after the learning period

1 week

1 visit (in-person)

Treatment Details

Interventions

• Retrieval-based Word Learning

Trial Overview The study tests two methods of helping children recall new words: a 'standard' schedule where the time between hearing and recalling a word is fixed, versus an 'adaptive' schedule that changes based on the child's progress.

Participant Groups

Group I: Children with Developmental Language Disorder Experimental Treatment 2 Interventions

These children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease.

Group II: Children With Typical Language Development Experimental Treatment 2 Interventions

Children whose language development is as expected for their age.

Who Is Running the Clinical Trial?

Purdue University

Lead Sponsor

Trials

239

Recruited

72,200+

National Institute on Deafness and Other Communication Disorders (NIDCD)

Collaborator

Trials

377

Recruited

190,000+