Strategies for Teaching Verbs
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|ClinicalTrials.gov Identifier: NCT03441685|
Recruitment Status : Recruiting
First Posted : February 22, 2018
Last Update Posted : June 4, 2020
|Condition or disease||Intervention/treatment||Phase|
|Language Development Disorders Down Syndrome Child Language||Behavioral: Semantic cues (perform action), syntactic cues (sentence frame), or combined semantic and syntactic cues||Not Applicable|
|Study Type :||Interventional (Clinical Trial)|
|Estimated Enrollment :||100 participants|
|Intervention Model:||Single Group Assignment|
|Intervention Model Description:||All participants complete the three intervention conditions within a single session. Order of conditions is counterbalanced across participants.|
|Masking:||None (Open Label)|
|Masking Description:||Participants' completion of study tasks requires knowledge of intervention condition. Participants are blinded to study hypotheses.|
|Official Title:||Strategies for Teaching Verbs|
|Actual Study Start Date :||March 21, 2018|
|Estimated Primary Completion Date :||December 16, 2020|
|Estimated Study Completion Date :||December 16, 2020|
Experimental: Verb strategies
The examiner labels each target word and performs the corresponding action six times in each condition. She elicits the target word from the participant two times per word per condition and provides feedback on accuracy each time. In the semantic cues condition, the examiner prompts the child to perform the target action twice. In the syntactic cues condition, instead of only saying the target word with the present progressive verb marker, the examiner uses two forms of complete sentences while performing the action (i.e., "I am X-ing," and "See. I X."). In the combined condition, the examiner prompts the child to perform the target action and consistently uses complete sentences.
Behavioral: Semantic cues (perform action), syntactic cues (sentence frame), or combined semantic and syntactic cues
Verb Learning Session Teaching phase. The examiner labels each target word and performs the action 6 times in each condition. She elicits the target word from the participant 2 times per word per condition and provides feedback on accuracy.
Testing phase. Receptive probes are administered after every 2 words are taught. Expressive probes are at the end of the condition. For receptive probes, the examiner asks the participant to identify novel verbs and for expressive probes, the examiner asks the child to label the novel action. Testing after 2 items is designed to decrease memory load. Participants have a brief break between conditions.
Data are collected on: a) child responses on standardized assessments, (b) responses to verb learning probes, (c) parent responses to intake form, and (d) relevant medical history from electronic medical record.
None of the above procedures present more than minimal risk to participants or research staff. Vanderbilt IRB approved all procedures.
- Percent accuracy identifying taught words [ Time Frame: From date of initial evaluation to focused intervention session, up to 1 month ]Participants are asked to receptively identify novel verbs by selecting the video of the named verb from a field of two.
- Percent accuracy labeling taught words [ Time Frame: From date of initial evaluation to focused intervention session, up to 1 month ]After the teaching episodes participants are asked to label novel verbs expressively
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03441685
|Contact: Alison Hessling, M.S.||email@example.com|
|Contact: Jena McDaniel, M.S.||6159365136||jena.c.mcdaniel@Vanderbilt.Edu|
|United States, Tennessee|
|Vanderbilt Bill Wilkerson Center||Recruiting|
|Nashville, Tennessee, United States, 37232|
|Contact: Alison Hessling, MS 615-936-5136 firstname.lastname@example.org|