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A Comparison of Language Intervention Programs

This study has been completed.
Sponsor:
ClinicalTrials.gov Identifier:
NCT00033150
First Posted: April 9, 2002
Last Update Posted: April 24, 2006
The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
Information provided by:
National Institute on Deafness and Other Communication Disorders (NIDCD)
April 8, 2002
April 9, 2002
April 24, 2006
June 2002
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Complete list of historical versions of study NCT00033150 on ClinicalTrials.gov Archive Site
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A Comparison of Language Intervention Programs
A Comparison of Language Intervention Programs

Brief Summary:

Nearly 7% of elementary school children present with difficulties learning and using language. Unfortunately, language impairments are often long lasting and may have serious social, academic, and vocational ramifications. More than 1 million children receive language intervention in the public schools each year, and many more are seen in hospitals and other clinical settings.

This randomized clinical trial compares the language outcomes of Fast ForWord to two other interventions (computer assisted language intervention without acoustically modified speech and individual language intervention) and to the outcomes of an academic enrichment (control) condition. Each year for 3 years, children will be randomly assigned to each of the four conditions at three regional sites (Austin, Texas, Dallas, Texas, and Lawrence, Kansas). The treatments will be administered in special summer programs. The primary research question is which intervention results in the most improvement in the composite language score from the Oral and Written Language Scales. Secondary questions include which intervention results in the greatest gains in conversational language,which intervention results in the greatest gains 3 and 6 months after training, which intervention results in the greatest improvement in auditory perception, and which intervention is the most cost effective.

The results of the study will have theoretical and practical value. Theoretically, the study tests the temporal processing hypothesis of language impairment. Practically, the study will describe and compare the language, communication, auditory processing and academic outcomes of different language interventions. The study will help clinicians and administrators choose the most effective and least expensive treatment for the children they serve.

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Interventional
Phase 3
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single
Primary Purpose: Treatment
Language Disorders
  • Behavioral: Fast ForWord
  • Behavioral: Computer Assisted Language Intervention
  • Behavioral: Individual Language Intervention
  • Behavioral: Academic enrichment
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*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Completed
216
January 2005
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Inclusion Criteria:

  • age 6 to 9 years
  • score between 75 and 125 on the Matrices subtest of the Kaufman Brief Intelligence Test
  • Speaking Quotient of 79 or lower on the Test of Language Development: Primary: 3rd Edition

Exclusion Criteria:

  • Previous participation in 8 or more hours of language intervention or classroom activities using any of the Fast ForWord, Laureate, or Earobics speech-language or reading software and/or the Lindamood-Bell auditory discrimination training
  • Failure of a hearing screening test
  • An episode of otitis media in the previous 12 months
  • Evidence of focal brain lesion, traumatic brain injury, cerebral palsy, or seizure disorder
  • Abnormality of oral structure or function impeding normal language production
Sexes Eligible for Study: All
6 Years to 9 Years   (Child)
No
Contact information is only displayed when the study is recruiting subjects
United States
 
 
NCT00033150
U01DC004560( U.S. NIH Grant/Contract )
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National Institute on Deafness and Other Communication Disorders (NIDCD)
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Principal Investigator: Ronald Gillam, PhD Pflugerville Independent School District
National Institute on Deafness and Other Communication Disorders (NIDCD)
April 2006

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP