[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100606245":3},{"organization":4,"armGroups":7,"interventions":14,"overallOfficials":21,"centralContacts":25,"locations":34,"responsibleParty":49,"collaborators":51,"id":55,"slug":56,"hasResults":57,"nctId":58,"briefTitle":59,"officialTitle":60,"acronym":61,"eligibilityCriteria":62,"healthyVolunteers":57,"sex":63,"minAge":64,"maxAge":65,"enrollmentInfo":66,"targetDuration":20,"studyType":69,"phases":70,"briefSummary":72,"conditions":73,"keywords":77,"overallStatus":37,"whyStopped":20,"lastUpdateSubmitDate":83,"lastUpdatePostDateStruct":84,"startDateStruct":87,"completionDateStruct":89,"leadSponsor":91,"locationsCount":92},{"fullName":5,"class":6},"University of Wisconsin, Madison","OTHER",[8],{"label":9,"type":10,"description":11,"interventionNames":12},"speech supplementation","EXPERIMENTAL","Children will complete a pre-test on their speech prior to learning speech supplementation strategy use, and will be taught to use speech supplementation through one-on-one teaching. They will then complete a post test on their speech while using speech supplementation.",[13],"Behavioral: AAC Speech supplementation",[15],{"type":16,"name":17,"description":18,"armGroupLabels":19,"otherNames":20},"BEHAVIORAL","AAC Speech supplementation","The speech supplementation intervention involves learning to point to pictures, words, or letters on a communication board while simultaneously producing speech. Children will spend up to 30 minutes learning to use the strategy in one- on-one interaction with a speech therapist and demonstrate mastery by using the strategy successfully on a series of test stimuli.",[9],null,[22],{"name":23,"affiliation":5,"role":24},"Katherine C Hustad, PhD","PRINCIPAL_INVESTIGATOR",[26,31],{"name":27,"role":28,"phone":29,"phoneExt":20,"email":30},"WISC Lab","CONTACT","608-263-5822","speak@waisman.wisc.edu",{"name":32,"role":28,"phone":29,"phoneExt":20,"email":33},"Heather Mabie","hmabie@wisc.edu",[35],{"facility":36,"status":37,"city":38,"state":39,"zip":40,"country":41,"countryCode":42,"cosmosGeoPoint":43,"geoPoint":48,"contacts":20},"University of Wisconsin-Madison Waisman Center","RECRUITING","Madison","Wisconsin","53705","United States","US",{"type":44,"coordinates":45},"Point",[46,47],-89.40123,43.07305,{"lat":47,"lon":46},{"type":50,"investigatorFullName":20,"investigatorTitle":20,"investigatorAffiliation":20,"oldNameTitle":20,"oldOrganization":20},"SPONSOR",[52],{"name":53,"class":54},"National Institute on Deafness and Other Communication Disorders (NIDCD)","NIH","100606245","speech-production-enhancement-using-augmentative-communication-for-kids-100606245",false,"NCT07173049","Speech Production Enhancement Using Augmentative Communication for Kids","Speech Supplementation Strategies for Improving Intelligibility in Children With Cerebral Palsy (CP)","SPEAK","Inclusion Criteria:\n\n* Medical diagnosis of cerebral palsy, or a similar, related condition that affects early motor development and presents as a chronic motor disability\n* Age between 7 and 17 years\n* Clinical dysarthria with speech intelligibility between 10-85 percent\n* Able to produce connected speech in English, with a minimum utterance length of 3 words\n* Able to use hands to point to items on a communication board\n* Cognitive\u002Flanguage skills that enable basic picture identification on a communication board\n* Pass pure tone hearing screening\n\nExclusion Criteria:\n\n* Failure to meet all inclusion criteria.\n* Vision impairment that precludes being able to see items on a communication board.\n* Not suitable for participation due to other reasons at the discretion of the investigators.","ALL","7 Years","17 Years",{"count":67,"type":68},100,"ESTIMATED","INTERVENTIONAL",[71],"NA","The goal of this clinical trial is to learn if speech supplementation can improve speech intelligibility in children ages 7 to 17 years with cerebral palsy. The main questions it aims to answer are:\n\n* To what extent can speech supplementation improve intelligibility in children with CP compared with habitual speech produced without speech supplementation?\n* How much intelligibility change is necessary for meaningful improvement when children use speech supplementation strategies?\n\nParticipants will:\n\n* complete speech and language assessments\n* complete a speech pre-test using habitual speech\n* learn a speech supplementation strategy with training from a speech-language pathologist\n* complete a speech post-test using the speech supplementation strategy\n* complete a speech repetition task where specific words are emphasized (emphatic stress)\n* use the previously learned speech supplementation strategy + emphasis on specific words while producing a set of sentences",[74,75,76],"Cerebral Palsy (CP)","Intelligibility, Speech","Augmentative and Alternative Communication",[78,79,80,81,82],"Cerebral Palsy","Speech","Intelligibility","Speech supplementation","Augmentative and alternative communication","2026-05-28",{"date":85,"type":86},"2026-06-01","ACTUAL",{"date":88,"type":68},"2026-07",{"date":90,"type":68},"2029-07",{"name":5,"class":6},1]