Efficiency of Speech and Language Intervention on Achievement of Children With Developmental Language Disorder
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 130
- 试验地点
- 1
- 主要终点
- Number of repeated school year according length of language therapy (number of days)
研究概览
简要总结
Children with Developmental Language Disorder (DLD) have many linguistic difficulties in syntax, lexicon, morphology and phonology. Frequently, they also present co-occurrent (or comorbidities) impairments which further impaired school learning. Thus, they have poor academic outcomes and many of these children have been maintained at least one time in a classroom, sometime more.
The purpose of this project is to determine which modalities of speech and language therapy are the more efficient on academic outcomes of children with DLD. The main modalities that will be studied are the duration of speech and language intervention, the age at which begins the intervention and the intensity (number of intervention sessions per week).
研究设计
- 研究类型
- Observational
- 观察模型
- Case Only
- 时间视角
- Prospective
入排标准
- 年龄范围
- 12 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •patients Have been diagnosed in the University Hospital of Amiens-Picardie with a Developmental Language Disorder
- •patients must be aged 12 or older,
- •patients must be agreed answering the questionnaire
排除标准
- •Children with a neurological pathology or handicap as epilepsy, cerebral palsy, sequelae of severe brain injury (traumatic or ischemic or inflammatory...)
- •patients with a severe mental retardation
- •patients with autism
- •patients with bipolar illness
- •patients with psychosis
结局指标
主要结局
Number of repeated school year according length of language therapy (number of days)
时间窗: one day
Number of repeated school year according length of language therapy
次要结局
未报告次要终点