The Effect of Prior Learning on Treatment of Morpheme Errors
试验速览
- 阶段
- 不适用
- 入组人数
- 32
- 试验地点
- 1
- 主要终点
- Change in the use of treated grammatical forms in untreated contexts
研究概览
简要总结
This is a small-scale treatment study designed to determine which teaching methods result in the best learning. Treatment focuses on helping children with a developmental language disorder learn parts of grammar. Preschool children will receive assessments to determine whether they have a developmental language disorder and what parts of grammar they have not mastered. Children will receive one-on-one behavioral treatment over a six week period. Half of the children will be first taught a grammatical form they sometimes use and then one they rarely use. The other half will start with a grammatical form they rarely use. The study seeks to determine whether starting with something children sometimes use correctly (an easier part of speech) will speed later learning of something that is harder for them. The children's ability to use the grammatical forms taught to them will be assessed throughout the treatment period and approximately six weeks after treatment ends.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Care Provider)
盲法说明
Parents are masked concerning children's specific language goals and treatment conditions.
入排标准
- 年龄范围
- 4 Years 至 6 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Native English speaking
- •Passed a pure-tone hearing screening
- •4-6 years of age
- •SPELT-P2 (language) test score of < 87
- •K-ABC-II Nonverbal Scale (cognition) test score of >75
- •Sufficient morpheme errors to serve as treatment and control targets
- •Articulations skills sufficient to judge use of language targets
- •Able to attend treatment daily
排除标准
- •Parent report of other handicapping conditions
- •Clinical signs of other disorders
- •Enrolled in outside treatment
研究组 & 干预措施
Easy first
Children are treated for an emergent grammatical form that is used correctly at least 60% during three pre-treatment probe sessions. This form is treated until children generalize it's use an average of 90% or more across 3 probe sessions. Their treatment target is then switched to a grammatical form that is used less than 30% correct across 3 pre-treatment probe sessions.
干预措施: Conversational recasting (Behavioral)
Hard first
Children are treated for a grammatical form that is used accurately less than 30% of the time during 3 pre-treatment probe sessions. This form is treated until children generalize it's use an average of 90% or more across 3 probe sessions. Their treatment target is then switched to a grammatical form that is used less than 30% correct across 3 pre-treatment probe sessions.
干预措施: Conversational recasting (Behavioral)
结局指标
主要结局
Change in the use of treated grammatical forms in untreated contexts
时间窗: 3 days per week over 6 weeks
Clinicians elicit ten uses of the trained grammatical form using toys, activities, and vocabulary with-held from treatment sessions. Change is assessed throughout the treatment period.
Change in the use of grammatical forms in untreated contexts
时间窗: 3 days per week over 6 weeks
Clinicians elicit ten uses of the untrained grammatical form using toys, activities, and vocabulary with-held from treatment sessions. Change is assessed throughout the treatment period.
Retention of trained grammatical forms
时间窗: One session, approximately 6 weeks after treatment concludes.
Clinicians elicit ten uses of the trained grammatical form using toys, activities, and vocabulary with-held from treatment sessions.
Retention of untrained grammatical forms
时间窗: One session, approximately 6 weeks after treatment concludes.
Clinicians elicit ten uses of the untrained grammatical form using toys, activities, and vocabulary with-held from treatment sessions.
次要结局
- Change in spontaneous use(5 sessions a week over 6 weeks.)