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How Simplified Language Affects Comprehension and Learning in Young Children With Down Syndrome

NCT ID: NCT06951516

Last Updated: 2025-04-30

Study Results

Results pending

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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Recruitment Status

RECRUITING

Clinical Phase

NA

Total Enrollment

30 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-01-01

Study Completion Date

2027-05-31

Brief Summary

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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.

Detailed Description

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Conditions

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Down Syndrome

Keywords

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Down syndrome language development language processing language input

Study Design

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Allocation Method

NA

Intervention Model

SINGLE_GROUP

Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

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Utterance Type

This study uses a within-participant experimental manipulation. All participants will be exposed to all utterances types (across trials).

Group Type EXPERIMENTAL

Linguistic simplification

Intervention Type BEHAVIORAL

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).

Interventions

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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).

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* Down syndrome

English as primary language

2-7 years old

Exclusion Criteria

* Acquired brain injury

Cerebral palsy

Uncorrected vision or hearing impairment
Minimum Eligible Age

2 Years

Maximum Eligible Age

7 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No

Sponsors

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National Institute on Deafness and Other Communication Disorders (NIDCD)

NIH

Sponsor Role collaborator

Michigan State University

OTHER

Sponsor Role lead

Responsible Party

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Courtney E. Venker

Associate Professor

Responsibility Role PRINCIPAL_INVESTIGATOR

Principal Investigators

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Courtney Venker, PhD

Role: PRINCIPAL_INVESTIGATOR

Michigan State University

Locations

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Michigan State University

East Lansing, Michigan, United States

Site Status RECRUITING

Countries

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United States

Central Contacts

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Courtney Venker, PhD

Role: CONTACT

Phone: 517-884-2259

Email: [email protected]

Jennifer Johnson, M.S.

Role: CONTACT

Phone: 517-884-2259

Email: [email protected]

Facility Contacts

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Courtney Venker, PhD

Role: primary

Other Identifiers

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3R01DC020165-02S1

Identifier Type: NIH

Identifier Source: org_study_id

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