[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"leadSponsorName\":\"Father Flanagan's Boys' Home\",\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:":229},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,8,0,[8,41,73,95,120,146,168,202],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":4,"eligibilityCriteria":14,"healthyVolunteers":15,"sex":16,"minAge":17,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":4,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":29,"lastUpdatePostDateStruct":30,"startDateStruct":33,"completionDateStruct":35,"leadSponsor":37,"locationsCount":40},"100632220","sentence-prediction-in-developmental-language-disorder-100632220",false,"NCT07510854","Sentence Prediction in Developmental Language Disorder","Inclusion Criteria:\n\n* Pass a hearing screening at 25dB at 0.5, 1, 2, and 4 kHz\n* Have normal or corrected-to-normal vision\n* Have no history of neurological disorders\n* For DLD group, Test of Narrative Language 2 (TNL-2) score less than 92\n* For TD group, TNL-2 score greater than 92, a cut-off that provides excellent sensitivity\u002Fspecificity (.92\u002F.92).\n\nExclusion Criteria:\n\n* Scores in the Autism range on the Childhood Autism Rating Scale 2 (CARS-2)\n* Scores below 75 on the Visual Spatial Index of the Wechsler Preschool and Primary Scale of Intelligence 4 (WPPSI-IV)",true,"ALL","5 Years","7 Years",{"count":20,"type":21},80,"ESTIMATED","INTERVENTIONAL",[24],"NA","Millions of children - 7-12% of the school-age population - have developmental language disorder (DLD), a disorder that affects language learning, comprehension, and use. These children have difficulty with sentence production and comprehension at every stage of their development. These difficulties have major implications for the educational attainment of children with DLD compared to children with typical development (TD). Children with TD and adults make rapid predictions of upcoming words following verbs (e.g., predicting the patient in The dog eats the bone or the agent in The bone is eaten by the dog). Extensive work in children and adults indicates that prediction facilitates sentence comprehension by inducing a state of preparedness and contributes to language development by tuning the language system to the input. Children with DLD have a poorer ability to make sentence predictions, which may compound and result in sentence-comprehension deficits. Prior work on prediction deficits in DLD has focused on broad sentence characteristics like typicality or broad participant characteristics like vocabulary test scores. However, studies with typical individuals have identified more specific sentence- and participant-level contributors to sentence prediction. These factors have not been systematically explored in children with DLD. The investigators explore three separate hypotheses concerning factors that affect prediction in DLD. First, sentence- and participant-level properties affect prediction in children with DLD. Second, children with DLD lack robust representations of the underlying linguistic knowledge needed to predict, particularly abstract semantic features. Third, children with DLD have differences in event processing that relate to sentence prediction skill. The investigators investigate these hypotheses in 5-7-year-old school-age children with DLD across three Aims. Aim 1: Measure the effect of sentence- and participant-level properties on sentence prediction. The investigators will measure two participant-level cognitive factors (processing speed, verbal working memory) and their effect on prediction of agents and patients in sentences varying across two properties (syntactic complexity, semantic competition). Aim 2: Measure linguistic knowledge that underlies sentence prediction. The investigators will measure knowledge of agent-verb and verb-patient cooccurrences (e.g., dog-bite, eat-apple) and knowledge of verb-specific semantic features (e.g., throw-\\\u003Cround object\\>). Aim 3: Measure event-processing skills that underlie sentence prediction. The investigators will measure how children with DLD categorize and attend to agents\u002Fpatients in visual scenes. Impact: This project has the promise to be highly impactful. First, it bridges disparate literatures on language processing in adults, children with TD, and children with DLD, providing clarity about predictive processing in DLD. Second, it may influence intervention approaches by identifying areas of strength and need in children with DLD. Third, it sets the stage for larger-scale longitudinal work examining effects of early prediction ability, language knowledge, and event processing on later sentence comprehension.",[27],"Developmental Language Disorder","RECRUITING","2026-03-31",{"date":31,"type":32},"2026-04-06","ACTUAL",{"date":34,"type":32},"2026-02-16",{"date":36,"type":21},"2028-07",{"name":38,"class":39},"Father Flanagan's Boys' Home","OTHER",1,{"id":42,"slug":43,"hasResults":11,"nctId":44,"briefTitle":45,"officialTitle":46,"acronym":47,"eligibilityCriteria":48,"healthyVolunteers":15,"sex":16,"minAge":49,"maxAge":50,"enrollmentInfo":51,"targetDuration":4,"studyType":22,"phases":53,"briefSummary":54,"conditions":55,"keywords":59,"overallStatus":64,"whyStopped":4,"lastUpdateSubmitDate":65,"lastUpdatePostDateStruct":66,"startDateStruct":68,"completionDateStruct":70,"leadSponsor":72,"locationsCount":40},"100630964","milieu-teaching-av-adaptation-of-milieu-teaching-that-encourages-looking-to-the-mouth-100630964","NCT07494513","Milieu Teaching-AV: Adaptation of Milieu Teaching That Encourages Looking to the Mouth","Milieu Teaching-AV: A Study to Assess an Adaptation of Milieu Teaching for Infant Siblings of Autistic Children That Encourages Looking to the Mouth","MilieuTeach-AV","Inclusion Criteria:\n\n1. chronological age of 6-12 months at study entry (±30 days);\n2. an older sibling with an autism diagnosis, confirmed by a detailed developmental interview and administration of the Autism Diagnostic Observation Schedule (ADOS-2); and\n3. monolingual English-speaking household.\n\nExclusion Criteria:\n\n1. adverse neurological history;\n2. known genetic condition;\n3. pre-term birth (gestation \\\u003C 37 weeks); and\n4. caregiver report of a diagnosed vision impairment or hearing loss","5 Months","13 Months",{"count":52,"type":21},60,[24],"This project will look at Milieu Teaching (i.e., a language intervention) that encourages looking to audiovisual speech cues (Milieu Teaching-AV) for infants with autistic older siblings (Baby Sibs), who are highly likely be diagnosed with autism or developmental language disorder (DLD), compared to Milieu Teaching alone (Milieu Teaching-NoAV). This study will specifically look at whether Milieu Teaching-AV (compared to Milieu Teaching-NoAV) results in (a) increased looking towards caregivers' faces, (b) increased communicative behaviors and language skill, and (c) increased engagement with the caregiver during play. We will also look at caregiver factors, such as their use of strategies and their attitudes toward the intervention they received.",[56,57,58],"Autism","Autism Spectrum Disorder","Autism, Susceptibility to, 6",[60,61,56,62,63],"Communication","Language","Infancy","Preemptive","NOT_YET_RECRUITING","2026-03-20",{"date":67,"type":32},"2026-03-27",{"date":69,"type":21},"2026-04",{"date":71,"type":21},"2029-02",{"name":38,"class":39},{"id":74,"slug":75,"hasResults":11,"nctId":76,"briefTitle":77,"officialTitle":77,"acronym":4,"eligibilityCriteria":78,"healthyVolunteers":15,"sex":16,"minAge":18,"maxAge":79,"enrollmentInfo":80,"targetDuration":4,"studyType":22,"phases":82,"briefSummary":83,"conditions":84,"keywords":4,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":87,"lastUpdatePostDateStruct":88,"startDateStruct":90,"completionDateStruct":92,"leadSponsor":94,"locationsCount":40},"100471133","reading-outcomes-in-children-with-vestibular-loss-100471133","NCT05414903","Reading Outcomes in Children With Vestibular Loss","Inclusion Criteria:\n\n* Children will be required to have nonverbal problem-solving\u002Fintelligence scores within 1.5 SD of the mean (mean = 100, SD = 15, 1.5 SD of mean = 77 - 123).\n* Children with normal hearing must have thresholds ≤20 dB HL from 0.25 to 8 kHz.\n* Children with hearing loss must have pure-tone averages \\> 65 dB HL.\n\nExclusion Criteria:\n\n* Fail a vision screen at 20\u002F30\n* Have autism, blindness, or other optic disorders, cerebral palsy, significant neurologic involvement, uncorrectable vision problems, and intellectual disability.\n* Children with nonverbal problem-solving\u002Fintelligence scores \\> 123 or \\\u003C 77 will be excluded.\n* Each participant's current medications will be reviewed. Children taking medications known to result in oculomotor slowing will be excluded (i.e., anti-depressants, vestibular suppressants, sedatives, etc).","18 Years",{"count":81,"type":21},90,[24],"Vestibular loss can co-occur with hearing loss causing dual sensory deficits. This project examines vestibular loss as a contributing factor to reading difficulties for children with hearing loss, where previously only the effects of hearing loss and subsequent language difficulties have been considered. These results are expected to influence the identification and habilitation of vestibular loss in children with hearing loss.",[85,86],"Vestibular Disorder","Hearing Loss, Sensorineural","2025-12-17",{"date":89,"type":32},"2025-12-23",{"date":91,"type":32},"2022-06-06",{"date":93,"type":21},"2026-06-30",{"name":38,"class":39},{"id":96,"slug":97,"hasResults":11,"nctId":98,"briefTitle":99,"officialTitle":100,"acronym":4,"eligibilityCriteria":101,"healthyVolunteers":15,"sex":16,"minAge":102,"maxAge":103,"enrollmentInfo":104,"targetDuration":4,"studyType":22,"phases":106,"briefSummary":107,"conditions":108,"keywords":4,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":111,"lastUpdatePostDateStruct":112,"startDateStruct":114,"completionDateStruct":116,"leadSponsor":118,"locationsCount":119},"100405374","a-developmental-framework-for-linking-phonological-and-morpho-syntactic-sequential-pattern-rules-in-dld-production-100405374","NCT04558541","A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In DLD: Production","A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In Developmental Language Disorder: Production","Inclusion Criteria:\n\nBecause clinical precision is required, 4- to 8-year-olds will complete a large test battery.\n\n* All children (TD, DLD, DLD + SSD, SSD) will score above 75 on the Nonverbal Scale of the Kaufman Assessment Battery for Children (KABC-II), which is above the Diagnostic and Statistical Manual cut-off for intellectual disability, even considering the standard error of measurement.\n* Hearing will be within normal limits\n* Oral structures will be within normal limits (Robbins \\& Klee, 1987).\n* The Childhood Autism Rating Scale (Schopler et al., 2010) and parent report, will be used to rule out autism.\n\nChildren with DLD will meet standard criteria.\n\n* Children with DLD will score below the cutoff of 87 on the Structured Photographic Expressive Language Test-P2 (SPELT-P2; Dawson et al., 2005) that has demonstrated high diagnostic accuracy for DLD.\n* Children with DLD will perform below 80% in their spontaneous production of finite verb morphemes.\n* Performance on a nonword repetition task will also support DLD status. Scores below 70% for total phonemes correct across all nonword lengths are greater than 1 SD below the mean for typical children.\n* Speech production skills will be measured via the Goldman-Fristoe Test of Articulation-3 (GFTA-3; Goldman \\& Fristoe, 2015) and the inconsistency subtest of the Diagnostic Evaluation of Articulation and Phonology (DEAP, Dodd, et al., 2006). Many 4- to 6-year-old children with DLD are expected to perform below expected levels on the GFTA-3; for this study half of the children with DLD will show performance below expected levels and half above a standard score of 85. Children with SSD will show impaired performance on the GFTA-3, but typical performance on grammatically weighted language measures (SPELT-P2 and finite verb morphemes). The DEAP serves as a standardized measure of segmental inconsistency and will provide a post hoc analysis that may be related to sequence pattern variability.\n\nPerformance on the following measures will serve as covariates and will not be exclusionary for DLD or SSD:\n\n* Peabody Picture Vocabulary Test, 4th ed (Dunn \\& Dunn, 1997)\n* Expressive Vocabulary Test, 2nd ed (Williams, 1997)\n* Verbal and nonverbal memory span.\n* Because of the emphasis on English phonological and morpho-syntactic patterns, all participants will be monolingual English learners or report dominant exposure to English from infancy. Exposure to other languages will be documented.\n\nExclusion Criteria for all participants:\n\n* Hearing impairment\n* Intellectual impairment\n* Autism\n* Significant motor impairment.\n\nTypical participants will be excluded if they show:\n\n-Histories of developmental, speech, language, or hearing disorders.","4 Years","8 Years",{"count":105,"type":21},400,[24],"The broad aim of this clinical study is to assess the hypothesis that morphological and phonological deficits are linked by a broader deficit in sequential pattern learning. This hypothesis applies to learning in general, but is especially critical as an avenue for developing earlier assessments and more powerful interventions for children with developmental language disorder (DLD; also known as specific language impairment). Other populations, such as at-risk toddlers, may also benefit from this new approach.",[27,109,110],"Speech Sound Disorder","Specific Language Impairment","2025-10-24",{"date":113,"type":32},"2025-10-27",{"date":115,"type":32},"2022-08-07",{"date":117,"type":21},"2026-12-31",{"name":38,"class":39},2,{"id":121,"slug":122,"hasResults":11,"nctId":123,"briefTitle":124,"officialTitle":124,"acronym":125,"eligibilityCriteria":126,"healthyVolunteers":11,"sex":16,"minAge":127,"maxAge":128,"enrollmentInfo":129,"targetDuration":4,"studyType":22,"phases":131,"briefSummary":132,"conditions":133,"keywords":135,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":138,"lastUpdatePostDateStruct":139,"startDateStruct":141,"completionDateStruct":143,"leadSponsor":145,"locationsCount":40},"100581619","improving-activity-in-individuals-with-cerebral-palsy-100581619","NCT06852664","Improving Activity in Individuals With Cerebral Palsy","Fitbit","Inclusion Criteria:\n\n* Cerebral palsy diagnosis and ambulatory (Gross Motor Function Classification Score \\[GMFCS\\] levels between I-III).\n\nExclusion Criteria:\n\n* No orthopedic surgery in the last 6 months, botulinum injections within the last 6 months, or metal in their body that would preclude the use of MEG.","11 Years","45 Years",{"count":130,"type":21},32,[24],"Individuals with cerebral palsy are known to have a reduced amount of physical activity; yet, there are no known intervention strategies for improving the number of steps they take each day. This study will use wearable physical activity monitors to assess if behavioral coaching is a viable strategy for combating the reduced physical activity seen in this patient population.",[134],"Cerebral Palsy",[134,125,136,137],"Mobility","Steps","2025-09-24",{"date":140,"type":32},"2025-09-29",{"date":142,"type":32},"2025-03-01",{"date":144,"type":21},"2029-03-01",{"name":38,"class":39},{"id":147,"slug":148,"hasResults":11,"nctId":149,"briefTitle":150,"officialTitle":150,"acronym":4,"eligibilityCriteria":151,"healthyVolunteers":15,"sex":16,"minAge":127,"maxAge":128,"enrollmentInfo":152,"targetDuration":4,"studyType":22,"phases":154,"briefSummary":155,"conditions":156,"keywords":157,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":138,"lastUpdatePostDateStruct":162,"startDateStruct":163,"completionDateStruct":165,"leadSponsor":167,"locationsCount":40},"100561152","neuromodulation-of-the-cortex-and-spinal-cord-100561152","NCT06586437","Neuromodulation of the Cortex and Spinal Cord","Inclusion Criteria:\n\n* For Cerebral Palsy Participants:\n* Gross Motor Function Classification score (GMFCS) levels between I-IV\n* For Neurotypical Controls:\n* No known atypical neurodevelopment (e.g. autism, Down Syndrome, ADHD, etc.)\n\nExclusion Criteria:\n\n* For Cerebral Palsy Participants:\n* Pregnancy\n* Any condition that, in the opinion of the investigator, is a contraindication to participation\n* The presence of any ferrous metal implant, including orthodonture, which may interfere with the MEG data acquisition and\u002For be an MRI safety concern\n* No orthopedic surgery in the last 6 months or metal in their body that would preclude the use of an MRI\n* For Neurotypical Controls:\n\nPregnancy\n\n* Any condition that, in the opinion of the investigator, is a contraindication to participation\n* The presence of any ferrous metal implant, including orthodonture, which may interfere with the MEG data acquisition and\u002For be an MRI safety concern\n* No orthopedic surgery in the last 6 months or metal in their body that would preclude the use of an MRI",{"count":153,"type":21},50,[24],"Specific Aim 1: To further quantify the difference in the sensorimotor cortical activity, spinal cord activity, and corticospinal coherence of persons with CP.\n\nOverall hypotheses: The sensorimotor cortical activity, spinal cord activity, and corticospinal coherence will be uncharacteristic in persons with CP when compared with neurotypical controls. Furthermore, the extent of the alterations in the sensorimotor cortical activity, spinal cord activity, and corticospinal coherence will be tightly linked with the clinical presentations of persons with CP.\n\nSpecific Aim 2: To investigate the effect of transcutaneous current stimulation applied over the cortex and\u002For spinal cord on the sensorimotor cortical activity, spinal cord dynamics, and corticospinal coherence.\n\nOverall hypotheses: Compared with the sham controls, those receiving the transcutaneous current stimulation will demonstrate alterations in the strength of the sensorimotor cortical activity, spinal cord activity, and corticospinal coherence. Moreover, the extent of the alterations in the sensorimotor cortical activity, spinal cord activity, and corticospinal coherence will be tightly linked with the clinical presentations of persons with CP.",[134],[134,158,159,160,161],"Neuromodification","Brain","Spinal Cord","Upper Extremity",{"date":140,"type":32},{"date":164,"type":32},"2024-01-17",{"date":166,"type":21},"2029-08",{"name":38,"class":39},{"id":169,"slug":170,"hasResults":11,"nctId":171,"briefTitle":172,"officialTitle":173,"acronym":4,"eligibilityCriteria":174,"healthyVolunteers":15,"sex":16,"minAge":175,"maxAge":176,"enrollmentInfo":177,"targetDuration":4,"studyType":22,"phases":179,"briefSummary":181,"conditions":182,"keywords":184,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":193,"lastUpdatePostDateStruct":194,"startDateStruct":196,"completionDateStruct":198,"leadSponsor":200,"locationsCount":201},"100476645","early-phase-1-vocal-emotion-communication-with-cochlear-implants-100476645","NCT05486637","Vocal Emotion Communication With Cochlear Implants","Perception and Production of Emotional Prosody With Cochlear Implants","Inclusion Criteria:\n\n* Prelingually deaf children with cochlear implants\n\n  * Postlingually deaf adults with cochlear implants\n  * Normally hearing children\n  * Normally hearing adults\n\nExclusion Criteria:\n\n* Non-native speakers of American English\n\n  * Prelingually deaf individuals who receive cochlear implants after age 12\n  * Adults unable to pass a basic cognitive screen","6 Years","80 Years",{"count":178,"type":21},255,[180],"EARLY_PHASE1","Patients with hearing loss who use cochlear implants (CIs) show significant deficits and strong unexplained intersubject variability in their perception and production of spoken emotions in speech. This project will investigate the hypothesis that \"cue-weighting\", or how patients utilize the different acoustic cues to emotion, accounts for significant variance in emotional communication with CIs. The results will focus on children with CIs, but parallel measures in postlingually deaf adults with CIs will be made, ensuring that results of these studies benefit social communication by CI patients across the lifespan by informing the development of technological innovations and improved clinical protocols.",[183],"Cochlear Hearing Loss",[185,186,187,188,189,190,191,192],"Emotional prosody","Acoustic cues","Perception","Production","Children","Development","Cochlear Implant","Hearing Loss","2025-09-16",{"date":195,"type":32},"2025-09-19",{"date":197,"type":32},"2022-07-01",{"date":199,"type":21},"2027-06-30",{"name":38,"class":39},4,{"id":203,"slug":204,"hasResults":11,"nctId":205,"briefTitle":206,"officialTitle":207,"acronym":4,"eligibilityCriteria":208,"healthyVolunteers":15,"sex":16,"minAge":17,"maxAge":209,"enrollmentInfo":210,"targetDuration":4,"studyType":22,"phases":212,"briefSummary":213,"conditions":214,"keywords":216,"overallStatus":28,"whyStopped":4,"lastUpdateSubmitDate":221,"lastUpdatePostDateStruct":222,"startDateStruct":224,"completionDateStruct":226,"leadSponsor":228,"locationsCount":40},"100590496","the-short-term-verbal-memory-endophenotype-for-developmental-language-disorder-language-disorder-100590496","NCT06968169","The Short-term Verbal Memory Endophenotype for Developmental Language Disorder Language Disorder","The Short-term Verbal Memory Endophenotype for Developmental Language Disorder","Inclusion Criteria:\n\n* Has DLD or typical language development\n\nExclusion Criteria\n\n* Has not been exposed to English since birth\n* Has other neurodevelopmental or sensory condition that could explain the language problem (e.g., intellectual disability, autism, hearing loss).","10 Years",{"count":211,"type":21},120,[24],"The goal of this clinical trial is to determine how memory and attention affect the ability of children with developmental language disorder (DLD) to learn and use new vocabulary.",[27,215],"Healthy Subjects",[217,218,219,220],"nonword repetition","word learning","memory","attention","2025-05-05",{"date":223,"type":32},"2025-05-13",{"date":225,"type":32},"2025-02-09",{"date":227,"type":21},"2030-06",{"name":38,"class":39},""]