Coding and Memorisation of Phonologic Information Among Preschool and School Children With Oral Language Developement Disorder.
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Language Development Disorders
- Sponsor
- Lille Catholic University
- Enrollment
- 173
- Locations
- 1
- Primary Endpoint
- Changes from baseline in the score associated to speech-language outcome measured by a scale grouping results of different questionnaires
- Status
- Completed
- Last Updated
- 4 months ago
Overview
Brief Summary
The disorder of oral language development is defined by the delay in language acquisition in children who possess efficient auditory acuity and normal non verbal intellect.
The diversity of language developement disorders depends either in the expressive level or in the receptive level leading to divers syndromes and symptoms. These syndromes and symptoms are regrouped under the name of STOL (Specific Troubles of Oral Language).
In the current project the visual exploitation and learning capability of children presenting a STOL condition will be compared to patients with a normal development. The investigator's hypothesis is as follows: STOL patients for whom the STOL disorder is reduced between 4 and 7 years of age will present a better performance at verbal memorisation, compared to patients with a persistent STOL condition after the age of 6.
Investigators
Eligibility Criteria
Inclusion Criteria
- Not provided
Exclusion Criteria
- Not provided
Outcomes
Primary Outcomes
Changes from baseline in the score associated to speech-language outcome measured by a scale grouping results of different questionnaires
Time Frame: 0,12, 24 months
We will determine if capacities of verbal memory of the children presenting STOL diagnosed at an early stage of their development (before 6 years) are predictive of the evolution of the disorder according to their cognitive profile and more specifically, their language profile as well as their tests performances. To measure the speech language outcome is necessary to take in consideration the score of more than one test performance.
Secondary Outcomes
- Changes from baseline in the Raven's Progressive Matrices (RPM) test(0,12, 24 months)
- Changes from baseline in the number repetition test(0,12, 24 months)
- Changes from baseline in the non-words repetition test(0,12, 24 months)
- Changes from baseline in the children's eye tracking(0,12, 24 months)
- Changes from baseline in the Peabody Picture Vocabulary Test(0,12, 24 months)
- Changes from baseline in the sentences repetition test(0,12, 24 months)