Retrieval Practice for Word Learning for Deaf and Hard of Hearing Children

Vanderbilt University Medical Center logo

Vanderbilt University Medical Center

Status

Enrolling

Conditions

Language Impairment
Hearing Loss

Treatments

Behavioral: No feedback with spaced trials
Behavioral: Feedback with massed trials
Behavioral: No feedback with massed trials
Behavioral: No teaching control
Behavioral: Feedback with spaced trials

Study type

Interventional

Funder types

Other

Identifiers

NCT05512000
221204

Details and patient eligibility

About

This study is designed to advance the promising yet underutilized research on retrieval practice by evaluating the effectiveness and efficiency of two key retrieval practice features (feedback and spacing). The study uses four single case adapted alternating treatments studies, each with four 5- to 8-year-old children who are deaf and hard of hearing to evaluate the effects of feedback and spacing on the efficiency of word learning and retention.

Full description

The proposed research addresses a long-standing and important challenge of improving language skills of children who are deaf and hard of hearing, a historically under researched group. The study aims to leverage retrieval practice - an empirically validated intervention approach - for improving how efficiently children who are deaf and hard of hearing learn and retain new words. To advance the promising yet underutilized research on retrieval practice, the study completes the next logical step of evaluating the effectiveness and efficiency of two key retrieval practice features: feedback and spacing. Feedback is predicted to result in more efficient learning because it focuses attention on unmastered material, prevents the illusion of success, and reduces repeated errors. Spacing trials are predicted to result in more efficient learning than massed trials because they require more effort with fewer cues provided. The study will accomplish these aims through four single case adapted alternating treatments design studies with sixteen 5- to 8- year-old children who are deaf and hard of hearing. Study innovations include the critical evaluation of retention and use of a multi-session intervention context. The knowledge gained will guide language intervention for children who are deaf and hard of hearing.

Enrollment

16 estimated patients

Sex

All

Ages

5 to 8 years old

Volunteers

No Healthy Volunteers

Inclusion criteria

  • At least minimal prelingual hearing loss
  • Standard scores of at least 70 for receptive and expressive vocabulary skills
  • English is only spoken language

Exclusion criteria

  • Below average nonverbal cognition
  • Uncorrected vision impairment
  • Evidence of severe motor impairment

Trial design

Primary purpose

Treatment

Allocation

Randomized

Interventional model

Parallel Assignment

Masking

None (Open label)

16 participants in 4 patient groups

Contrast A
Experimental group
Description:
Feedback vs no feedback with massed trials
Treatment:
Behavioral: No teaching control
Behavioral: No feedback with massed trials
Behavioral: Feedback with massed trials
Contrast B
Experimental group
Description:
Feedback vs no feedback with spaced trials
Treatment:
Behavioral: Feedback with spaced trials
Behavioral: No teaching control
Behavioral: No feedback with spaced trials
Contrast C
Experimental group
Description:
Spaced vs massed trials without feedback
Treatment:
Behavioral: No teaching control
Behavioral: No feedback with massed trials
Behavioral: No feedback with spaced trials
Contrast D
Experimental group
Description:
Spaced vs massed trials with feedback
Treatment:
Behavioral: Feedback with spaced trials
Behavioral: No teaching control
Behavioral: Feedback with massed trials

Trial contacts and locations

0

Loading...

Central trial contact

Jena C McDaniel, PhD

Data sourced from clinicaltrials.gov

Clinical trials

Find clinical trialsTrials by location

Resources

© Copyright 2024 Veeva Systems