How Simplified Language Affects Comprehension and Learning in Young Children With Down Syndrome
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Linguistic simplification.
- Who it may be relevant to
- Registry conditions: Down Syndrome. Basic parameters: 2 years — 7 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- United States
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
How Single-Word and Telegraphic Simplification Affects Language Processing and Word Learning in Young Children With Down Syndrome
Overview
The long-term study goal is to experimentally evaluate the components (and likely active ingredients) of early language interventions for young children with Down syndrome (DS). The overall objective is to determine how single-word and telegraphic simplification affects real-time language processing and word learning in young children with DS (relative to full, grammatical utterances). The proposed project will investigate three specific aims: 1) Determine how single-word and telegraphic simplification affects language processing. 2) Determine how single-word and telegraphic simplification affects word learning. 3) Evaluate child characteristics that may moderate the effects of linguistic simplification on language processing and word learning. Aim 1 will test the hypothesis that children with DS will process grammatical utterances faster and more accurately than telegraphic or single-word utterances. Aim 2 will test the hypothesis that overall, children will demonstrate better word learning in the grammatical compared to the single-word and telegraphic conditions. Aim 3 will test the hypothesis that receptive language and nonverbal cognitive abilities will be significant moderators, such that children with stronger linguistic and cognitive skills will show the greatest benefit from grammatical input but children with lower linguistic and cognitive scores will perform similarly across conditions.
Interventions
- Behavioral Linguistic simplification
Children will participate in screen-based language processing and word learning tasks in which they hear utterances with different types and amounts of linguistic simplification (i.e., a within-group manipulation).
Primary outcome measures
- Gaze location on Looking-While-Listening (LWL) tasks [Time frame: Baseline]
Secondary outcome measures (1)
- Gaze location in Teaching Phase of Study 2b (Fast Mapping) [Time frame: Baseline]
Eligibility criteria
Inclusion criteria
- Down syndrome
English as primary language
2-7 years old
Exclusion criteria
- Acquired brain injury
Cerebral palsy
Uncorrected vision or hearing impairment
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: No
Study design
- Allocation
- N/A
- Model
- Single group
- Masking
- Open label
- Primary purpose
- Treatment
Study locations
United States · 1 center
- Michigan State University — East Lansing
Identifiers
NCT: NCT06951516 · 3R01DC020165-02S1