Clinical trial NCT05512000: Retrieval Practice for Word Learning for Deaf and Hard of Hearing Children
Official title: Increasing Word Learning Efficiency in Children Who Are Deaf and Hard of Hearing Through Retrieval Practice
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Hearing Loss
Language Impairment
Lead sponsor: Vanderbilt University Medical Center
Sponsor class: OTHER
First posted: 2022-08-23
Enrollment: 16
Sex: ALL
Minimum age (years): 5
Maximum age (years): 8
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Adapted alternating treatments research design with 3 conditions per participant. Four participants are randomly assigned to each contrast (arm).
Primary purpose: TREATMENT

Brief summary: This study is designed to advance the promising yet underutilized research on retrieval practice by evaluating the effectiveness and efficiency of two key retrieval practice features (feedback and spacing). The study uses four single case adapted alternating treatments studies, each with four 5- to 8-year-old children who are deaf and hard of hearing to evaluate the effects of feedback and spacing on the efficiency of word learning and retention.

Detailed description: The proposed research addresses a long-standing and important challenge of improving language skills of children who are deaf and hard of hearing, a historically under researched group. The study aims to leverage retrieval practice - an empirically validated intervention approach - for improving how efficiently children who are deaf and hard of hearing learn and retain new words. To advance the promising yet underutilized research on retrieval practice, the study completes the next logical step of evaluating the effectiveness and efficiency of two key retrieval practice features: feedback and spacing. Feedback is predicted to result in more efficient learning because it focuses attention on unmastered material, prevents the illusion of success, and reduces repeated errors. Spacing trials are predicted to result in more efficient learning than massed trials because they require more effort with fewer cues provided. The study will accomplish these aims through four single case adapted alternating treatments design studies with sixteen 5- to 8- year-old children who are deaf and hard of hearing. Study innovations include the critical evaluation of retention and use of a multi-session intervention context. The knowledge gained will guide language intervention for children who are deaf and hard of hearing.

Eligibility criteria: Inclusion Criteria:

* At least minimal prelingual hearing loss
* Standard scores of at least 70 for receptive and expressive vocabulary skills
* English is only spoken language

Exclusion Criteria:

* Below average nonverbal cognition
* Uncorrected vision impairment
* Evidence of severe motor impairment

Primary outcomes:
measure: Labeling - acquisition
timeFrame: End of intervention. The intervention ends when the participant achieves >75% accuracy 3 sessions in a row (up to 6 months).
measure: Labeling - retention
timeFrame: Four weeks after the intervention ends
Secondary outcomes:
measure: Identifying - acquisition
timeFrame: End of intervention. The intervention ends when the participant achieves >75% accuracy for labeling 3 sessions in a row (up to 6 months).
measure: Semantic - acquisition
timeFrame: End of intervention. The intervention ends when the participant achieves >75% accuracy for labeling 3 sessions in a row (up to 6 months).
measure: Identifying - retention
timeFrame: Four weeks after the intervention ends
measure: Semantic - retention
timeFrame: Four weeks after the intervention ends
Other outcomes:
Locations:
city: Nashville
country: United States
facility: Vanderbilt University Medical Center
state: Tennessee
Study officials:
References:
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