Parent-Level Predictors of Early Language Interaction Quality and Intervention Outcomes
NCT ID: NCT03525951
Last Updated: 2025-11-13
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
156 participants
INTERVENTIONAL
2021-03-22
2025-09-18
Brief Summary
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Detailed Description
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Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
Study 2 (Remote): Participants in the DLD and ASD+DLD groups will receive the Enhanced Milieu Teaching intervention. Participants in the TD will serve as the no-treatment comparison group.
TREATMENT
SINGLE
Study Groups
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Typically Developing Children Study 2 (TD2)
No-intervention comparison group measured over time.
no intervention comparison group
No intervention for observational (Study 1 and 2) and training (Study 2) data comparison.
Children with Dev Language Disorder Study 2 (DLD2)
Enhanced Milieu Teaching
Enhanced Milieu Teaching
The parent training will incorporate the EMT strategies of responsive interaction, matched turns, language modeling, and expansions. There will be three, hour-long parent training sessions following the teach-model-coach-review format (TMCR). The TMCR framework teaching component will involve 10 minutes of verbal and visual instruction on the language stimulation target of interest. The teaching component will be followed by 15 minutes of clinician modeling of the target strategies with the child while the parent watches. The parent will then have the opportunity to practice using the strategy during naturalistic interaction with their child. The clinician will provide individualized coaching on the use of the target strategy during this 20-minute, parent-child interaction. Finally, the clinician will review the target strategies and set goals.
Children with Autism Spectrum Disorders Study 2 (ASD+DLD 2)
Enhanced Milieu Teaching
Enhanced Milieu Teaching
The parent training will incorporate the EMT strategies of responsive interaction, matched turns, language modeling, and expansions. There will be three, hour-long parent training sessions following the teach-model-coach-review format (TMCR). The TMCR framework teaching component will involve 10 minutes of verbal and visual instruction on the language stimulation target of interest. The teaching component will be followed by 15 minutes of clinician modeling of the target strategies with the child while the parent watches. The parent will then have the opportunity to practice using the strategy during naturalistic interaction with their child. The clinician will provide individualized coaching on the use of the target strategy during this 20-minute, parent-child interaction. Finally, the clinician will review the target strategies and set goals.
Typically Developing Children Study 1 (TD1)
No-intervention group for observational data comparison.
no intervention comparison group
No intervention for observational (Study 1 and 2) and training (Study 2) data comparison.
Children with Dev Language Disorder Study 1 (DLD1)
No-intervention group for observational data comparison.
no intervention comparison group
No intervention for observational (Study 1 and 2) and training (Study 2) data comparison.
Interventions
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Enhanced Milieu Teaching
The parent training will incorporate the EMT strategies of responsive interaction, matched turns, language modeling, and expansions. There will be three, hour-long parent training sessions following the teach-model-coach-review format (TMCR). The TMCR framework teaching component will involve 10 minutes of verbal and visual instruction on the language stimulation target of interest. The teaching component will be followed by 15 minutes of clinician modeling of the target strategies with the child while the parent watches. The parent will then have the opportunity to practice using the strategy during naturalistic interaction with their child. The clinician will provide individualized coaching on the use of the target strategy during this 20-minute, parent-child interaction. Finally, the clinician will review the target strategies and set goals.
no intervention comparison group
No intervention for observational (Study 1 and 2) and training (Study 2) data comparison.
Eligibility Criteria
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Inclusion Criteria
* Have access to the internet and willingness to videoconference (STUDY 1 AND 2)
a. If a family does not have an adequate digital device (e.g., smartphone only) to videoconference and complete testing, we might lend them a device.
* 18 or older (STUDY 1 AND 2)
* Be an adult parent able to consent for the child to participate in the study (parents in this study can include any caregiver who meets these criteria) (STUDY 1 AND 2)
* English dominant (at least 80%) (STUDY 1 AND 2)
* Have no self-reported diagnosed hearing loss (or no concerns if they have not been tested) (STUDY 1 AND 2).
* Have no reported disabling developmental or acquired disorders or impairments that might significantly affect their performance beyond autism spectrum disorder (ASD) or speech-language disorders (e.g., legal blindness, Down Syndrome, traumatic head injury, stroke) (STUDY 1 AND 2).
Inclusion - Children, Typically Developing Group (TD) (Study 1 and 2)
* age 1 year 4 months - 1 year 8 months 30 days at the start of testing
* English dominant (at least 80%)
* No parent-reported diagnosed hearing loss (or no concerns if the child has not been tested).
* Have typical language abilities as evidenced by meeting two criteria:
1. Score above the 10th percentile on the Mac Arthur Communicative Development Inventories-Words and Sentences (CDI-WS; long form) Complexity section using sex-specific norms.
2. Score above the 10th percentile on the CDI-WS (long form) Words Produced using sex-specific norms
* Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance including speech- language disorders (e.g., ASD, DLD, cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability).
* Pass the Modified Checklist for Autism in Toddlers-Revised with Follow-Up screener
Inclusion - Children, DLD Group (study 1 and 2)
* age 2 years 6 months - 4 years 0 months 0 days at the start of testing
* English dominant (at least 80%)
* No parent-reported diagnosed hearing loss (or no concerns if the child has not been tested).
* Qualify as at risk for persistent language disorder by meeting two criteria:
1. Score at or below the 10th percentile on the Mac Arthur-Bates Communicative Development Inventory-III (CDI-III) Sentences section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos.
2. Score at or below the 10th percentile on the CDI-III Vocabulary section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos. The child must also produce at least 10 different words on either the CDI-III or CDI-Words and Sentences (CDI-WS long form).
* Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance beyond speech- language disorders (e.g., ASD, cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability other than DLD).
* Pass the Modified Checklist for Autism in Toddlers-Revised with Follow-Up screener
Inclusion - Children, DLD+ASD Group (STUDY 2)
* 2 years 6 months - 4 years 0 months 0 days at the start of testing
* English dominant (at least 80%)
* No parent-reported diagnosed hearing loss (or no concerns if the child has not been tested).
* Have received ASD diagnosis from a healthcare professional prior to beginning the study.
* Qualify as at risk for persistent language disorder by meeting two criteria:
1. Score at or below the 10th percentile on the Mac Arthur-Bates Communicative Development Inventory-III (CDI-III) Sentences section using sex-specific norms.
For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos.
2. Score at or below the 10th percentile on the CDI-III Vocabulary section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos. The child must also produce at least 10 different words on either the CDI-III or CDI-Words and Sentences (CDI-WS long form).
* Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance beyond speech-language disorders or ASD (e.g., cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability other than ASD/DLD).
30 Months
ALL
Yes
Sponsors
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National Institute on Deafness and Other Communication Disorders (NIDCD)
NIH
University of Wisconsin, Madison
OTHER
Responsible Party
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Principal Investigators
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Rebecca M Alper, Ph.D., CCC-SLP
Role: PRINCIPAL_INVESTIGATOR
University of Wisconsin, Madison
Locations
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University of Wisconsin
Madison, Wisconsin, United States
Countries
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Provided Documents
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Document Type: Informed Consent Form
Other Identifiers
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L&S/COMMUN SCI & DISORDERS
Identifier Type: OTHER
Identifier Source: secondary_id
Protocol version 2/25/25
Identifier Type: OTHER
Identifier Source: secondary_id
2023-0405
Identifier Type: -
Identifier Source: org_study_id