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A Comparison of Language Intervention Programs

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT00033150
Recruitment Status : Completed
First Posted : April 9, 2002
Last Update Posted : April 24, 2006
Information provided by:
National Institute on Deafness and Other Communication Disorders (NIDCD)

Brief Summary:

Brief Summary:

Nearly 7% of elementary school children present with difficulties learning and using language. Unfortunately, language impairments are often long lasting and may have serious social, academic, and vocational ramifications. More than 1 million children receive language intervention in the public schools each year, and many more are seen in hospitals and other clinical settings.

This randomized clinical trial compares the language outcomes of Fast ForWord to two other interventions (computer assisted language intervention without acoustically modified speech and individual language intervention) and to the outcomes of an academic enrichment (control) condition. Each year for 3 years, children will be randomly assigned to each of the four conditions at three regional sites (Austin, Texas, Dallas, Texas, and Lawrence, Kansas). The treatments will be administered in special summer programs. The primary research question is which intervention results in the most improvement in the composite language score from the Oral and Written Language Scales. Secondary questions include which intervention results in the greatest gains in conversational language,which intervention results in the greatest gains 3 and 6 months after training, which intervention results in the greatest improvement in auditory perception, and which intervention is the most cost effective.

The results of the study will have theoretical and practical value. Theoretically, the study tests the temporal processing hypothesis of language impairment. Practically, the study will describe and compare the language, communication, auditory processing and academic outcomes of different language interventions. The study will help clinicians and administrators choose the most effective and least expensive treatment for the children they serve.

Condition or disease Intervention/treatment Phase
Language Disorders Behavioral: Fast ForWord Behavioral: Computer Assisted Language Intervention Behavioral: Individual Language Intervention Behavioral: Academic enrichment Phase 3

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Study Type : Interventional  (Clinical Trial)
Enrollment : 216 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single
Primary Purpose: Treatment
Official Title: A Comparison of Language Intervention Programs
Study Start Date : June 2002
Study Completion Date : January 2005

Resource links provided by the National Library of Medicine

Information from the National Library of Medicine

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Ages Eligible for Study:   6 Years to 9 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  • age 6 to 9 years
  • score between 75 and 125 on the Matrices subtest of the Kaufman Brief Intelligence Test
  • Speaking Quotient of 79 or lower on the Test of Language Development: Primary: 3rd Edition

Exclusion Criteria:

  • Previous participation in 8 or more hours of language intervention or classroom activities using any of the Fast ForWord, Laureate, or Earobics speech-language or reading software and/or the Lindamood-Bell auditory discrimination training
  • Failure of a hearing screening test
  • An episode of otitis media in the previous 12 months
  • Evidence of focal brain lesion, traumatic brain injury, cerebral palsy, or seizure disorder
  • Abnormality of oral structure or function impeding normal language production

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT00033150

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United States, Kansas
Lawrence Public Schools USD 497
Lawrence, Kansas, United States, 66044
United States, Texas
Pflugerville Independent School District
Pflugerville, Texas, United States, 78660
Sponsors and Collaborators
National Institute on Deafness and Other Communication Disorders (NIDCD)
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Principal Investigator: Ronald Gillam, PhD Pflugerville Independent School District
Layout table for additonal information Identifier: NCT00033150    
Other Study ID Numbers: U01DC004560 ( U.S. NIH Grant/Contract )
First Posted: April 9, 2002    Key Record Dates
Last Update Posted: April 24, 2006
Last Verified: April 2006
Keywords provided by National Institute on Deafness and Other Communication Disorders (NIDCD):
Specific Language Impairment
Fast ForWord
Language therapy
Auditory processing
Additional relevant MeSH terms:
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Language Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases