The Effect of Prior Learning on Word Learning

University of Arizona

Status and phase: Completed; Phase 2

Conditions: Language Development Disorders

Treatments: Behavioral: VAULT Phase 4

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT05921188

Late Talker Phase 4

2R01DC015642-06 (U.S. NIH Grant/Contract)

Details and patient eligibility

About

The goal of this clinical trial is to compare two treatment conditions for late talking toddlers. In 8 weeks of word learning treatment, toddlers will be taught words that sound more like the words they already know or sound less like the words they already know. The investigators see which group learns more, to understand if choosing words that let children use the knowledge they already have helps with learning.

Full description

Late talking toddlers will be assigned to be in the More Familiar Sounds condition or the Less Familiar Sounds condition. Both groups will receive 8 weeks of Vocabulary Acquisition and Usage for Late Talkers (VAULT) word learning treatment (2x/week for 30 minutes per session) using their words. The investigators will compare learning within children (taught words v. control words that are not explicitly taught) to make sure the learning that is happening is due to the treatment and not just maturation. The investigators will compare across groups to see if the group treated with More Familiar Sounding words learns more than the group treated with Less Familiar Sounding words.

Enrollment: 22 patients

Sex: All

Ages: 2 to 4 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• Native English Speaking
• Pass pure tone hearing screening or medical report of normal hearing
• 2-3 Years of age at start of study
• MCDI expressive scales <10th percentile

Exclusion criteria

• Parental reports of other diagnoses
• Enrolled in concurrent treatment elsewhere
• Nonverbal IQ <75 as measured by the Bayley scales
• Parents unable to consistently bring child to treatment sessions

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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22 participants in 2 patient groups

More Familiar Sounds

Experimental group

Description:

Children in this condition will learn new words whose sounds are more like the sounds in the words the child already understands.

Treatment:

Behavioral: VAULT Phase 4

Less Familiar Sounds

Active Comparator group

Description:

Children in this condition will learn new words whose sounds are less like the sounds in the words the child already understands.

Treatment:

Behavioral: VAULT Phase 4