[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"typical-development\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:typical-development":25},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,5,0,[8,51,87,116,145],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":23,"conditions":24,"keywords":30,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":39,"lastUpdatePostDateStruct":40,"startDateStruct":43,"completionDateStruct":45,"leadSponsor":47,"locationsCount":50},"100410940","developing-brain-impulsivity-and-compulsivity-100410940",false,"NCT04631042","Developing Brain, Impulsivity and Compulsivity","An Observational Study of the Developing Brain, Impulsivity and Compulsivity","* INCLUSION CRITERIA:\n\nIn order to be eligible to participate in this study, an individual must meet all of the following criteria:\n\n1. Stated willingness to comply with all study procedures and availability for the duration of the study.\n2. Must be between 6 and 80 years of age.\n3. Ability of participant to understand and the willingness to sign a written informed consent document.\n\nEXCLUSION CRITERIA:\n\nAn individual who meets any of the following criteria will be excluded from participation in this study:\n\n1. Cognitively not capable of performing study procedures or lack of capacity to provide informed consent. Indications of a lack of cognitive capacity could include a known full-scale IQ under 70, or a history from the screening interview that implies global intellectual disabilities (e.g., placement in a school for children with intellectual disability etc.)\n2. Very premature birth (i.e., birth before 32 weeks of gestational age).\n3. Any known brain abnormalities (e.g., tumor, periventricular leukomalacia, microcephaly) or history of medical conditions known to affect cerebral anatomy (e.g., epilepsy, history of stroke, head injury with a loss of consciousness of one hour or more).\n4. Psychotic disorders (including schizophrenia, psychosis not otherwise specified).\n5. Dementia, or other conditions that, in the opinion of the investigators, would impede compliance or possibly hinder completion of the study.\n6. Pregnant women.\n7. Any other medical or psychiatric condition that in the opinion of the PI may confound study data\u002Fassessments.\n\nAdditional exclusion criteria for optional MRI procedure:\n\n1\\. Individuals who are not able to receive an MRI (e.g., metal bioimplants, claustrophobia, inability to lie flat on their backs, pregnant women, and any other contraindications for MRI scanning according to the NMR Center MRI safety guidelines).","ALL","6 Years","80 Years",{"count":20,"type":21},1100,"ESTIMATED","OBSERVATIONAL","Background:\n\nImpulsivity is acting 'without thinking.' Compulsivity is being overly inflexible. People vary in how impulsive or compulsive they are. Extreme versions of these behaviors play a role in mental disorders. Researchers want to study changes in the brain to learn more about these behaviors. Differences in genes may also play a role.\n\nObjective:\n\nTo learn about genetic \\& brain features that explain why levels of impulsivity and compulsivity vary across people.\n\nEligibility:\n\nPeople ages 6 - 80\n\nDesign:\n\nParticipants will be screened with a medical history and medical record review.\n\nParticipants will talk about their mental and behavioral development. They may discuss topics like drug use and sexual activity. They will complete surveys about their compulsivity and impulsivity. Parents of child participants may also complete these surveys.\n\nParticipants may take memory, attention, and thinking tests. They may give blood or saliva samples for gene studies and they may give blood to make induced pluripotent stem cells. Participants may have their face and irises photographs taken.\n\nParticipants may have a magnetic resonance imaging scan. It will take pictures of their brain. The scanner is shaped like a cylinder. Participants will lie on a table that slides in and out of the scanner. A coil will be placed over their head. They will lie still, watch a movie, and play a game.\n\nParticipants may ask family members to join the study. Researchers are particularly interested in recruiting twin pairs to the study.\n\nParticipants under age 25 may repeat these tests every 1-2 years until they turn 25 or until the study ends. For those over age 25, participation will last less than 1 month.",[25,26,27,28,29],"Typical Development","Obsessive Compulsive Disorder","Conduct Disorder","Attention Deficit Hyperactivity Disorder","Autism Spectrum Disorder",[31,32,33,34,35,36,37],"Neurodevelopmental disorder","Twin","Natural History","Heritability","Glutamate","developmental trajectory","Brain Connectivity","RECRUITING","2026-06-24",{"date":41,"type":42},"2026-06-25","ACTUAL",{"date":44,"type":42},"2022-09-30",{"date":46,"type":21},"2031-12-31",{"name":48,"class":49},"National Institute of Mental Health (NIMH)","NIH",1,{"id":52,"slug":53,"hasResults":11,"nctId":54,"briefTitle":55,"officialTitle":56,"acronym":57,"eligibilityCriteria":58,"healthyVolunteers":59,"sex":16,"minAge":60,"maxAge":61,"enrollmentInfo":62,"targetDuration":4,"studyType":64,"phases":65,"briefSummary":67,"conditions":68,"keywords":74,"overallStatus":76,"whyStopped":4,"lastUpdateSubmitDate":77,"lastUpdatePostDateStruct":78,"startDateStruct":80,"completionDateStruct":82,"leadSponsor":84,"locationsCount":4},"100614735","assessment-of-language-comprehension-and-learning-in-children-attending-child-psychiatry-services-ticoala-soins-100614735","NCT07283458","Assessment of Language Comprehension and Learning in Children Attending Child Psychiatry Services (TICOALA-SOINS)","TICOALA-SOINS : Assessment of Language Comprehension and Learning in Children Attending Child Psychiatry Services. Pilot Study of Acceptability and Feasibility.","TICOALA-SOINS","Inclusion Criteria:\n\n* Children (boys or girls) aged 3-7 years\n* Consulting in the child psychiatry service\n* Enrolled in a French-speaking school\n\nExclusion Criteria:\n\n* Inability to use the tablet-based TICOALA tool due to severe sensory (blindness, deafness), motor, or intellectual impairment\n* Refusal of the child or parents\u002Flegal guardians to participate\n* Child not affiliated with the French social security system",true,"3 Years","7 Years",{"count":63,"type":21},50,"INTERVENTIONAL",[66],"NA","Language is central to children's cognitive, emotional, and social development, and language difficulties are a frequent reason for consultation in child psychiatry, often co-occurring with psychiatric disorders. Yet, systematic language assessment is rarely possible due to the limited availability of speech-language therapists in these services.\n\nThe TICOALA tool (Interactive Test of Language Comprehension and Learning on tablet) offers a quick and engaging way to evaluate lexical and syntactic comprehension and word learning. This study aims to assess its acceptability among children aged 3-7 attending a child psychiatry service in Paris, as well as among clinicians and parents. Secondary goals include testing the feasibility of a larger study, describing children's language skills, and examining how these relate to clinical and background variables.",[25,69,70,71,72,73],"Typically Developing Children Ages 3 to 6","Typical Preschoolers Who Can Not Zipper","Children","Children Behavior Problem","FRENCH STUDY",[75],"language assessment","NOT_YET_RECRUITING","2025-12-15",{"date":79,"type":42},"2025-12-19",{"date":81,"type":21},"2026-01-03",{"date":83,"type":21},"2028-03-03",{"name":85,"class":86},"Centre Hospitalier St Anne","OTHER",{"id":88,"slug":89,"hasResults":11,"nctId":90,"briefTitle":91,"officialTitle":92,"acronym":93,"eligibilityCriteria":94,"healthyVolunteers":59,"sex":16,"minAge":95,"maxAge":96,"enrollmentInfo":97,"targetDuration":4,"studyType":22,"phases":4,"briefSummary":99,"conditions":100,"keywords":101,"overallStatus":76,"whyStopped":4,"lastUpdateSubmitDate":107,"lastUpdatePostDateStruct":108,"startDateStruct":110,"completionDateStruct":112,"leadSponsor":114,"locationsCount":4},"100599975","promoting-motor-development-in-infants-and-toddlers-through-education-and-early-detection-100599975","NCT07091474","Promoting Motor Development in Infants and Toddlers Through Education and Early Detection","Little Movers: Promoting Motor Development in Early Childhood Through Educational and Therapeutic Interventions","Little-Movers","Inclusion Criteria (Workshops):\n\nLegal guardians or primary caregivers of children aged 0 to 36 months enrolled in the participating daycare center. Early childhood educators working with children aged 0 to 36 months in the same center.\n\nInclusion Criteria (Observational Study):\n\nInfants aged 0 to 12 months enrolled in the participating daycare center. Infants must not have a diagnosed neuromotor or neurological condition at the time of enrollment. Written informed consent must be obtained from a parent or legal guardian.\n\nExclusion Criteria:\n\nChildren with diagnosed neurological or genetic conditions affecting motor development. Families or educators who decline participation or do not provide informed consent. Children or families not enrolled in the participating daycare center.","0 Months","36 Months",{"count":98,"type":21},80,"The \"Little Movers\" study promotes healthy motor development in early childhood by providing education to caregivers and professionals in the child's environment and by implementing early detection strategies for motor delays.\n\nThe primary prevention component includes structured educational workshops designed for three age groups: 0-12 months, 13-24 months, and 25-36 months. These workshops focus on typical motor milestones, the importance of active play, early stimulation strategies, and how to recognize early warning signs of motor development delays. Participation impact will be measured using pre- and post-workshop surveys and semi-structured interviews with parents, caregivers, and educators.\n\nThe secondary and tertiary prevention component consists of a longitudinal observational study that follows infants aged 0 to 12 months. Motor development will be assessed using validated tools, including the Standardized Infant Hand Assessment (s-HAI), the Hammersmith Infant Neurological Examination (HINE), the Infant Motor Profile (IMP), and the Ages and Stages Questionnaire (ASQ-3). Infants with typical development will be reassessed annually, while those at risk or showing signs of motor delay will be monitored monthly. The goal is to detect motor delays as early as possible to allow timely referral and intervention.",[25],[102,103,104,105,106],"motor development","education","prevention","family","early age","2025-07-21",{"date":109,"type":42},"2025-07-29",{"date":111,"type":21},"2025-09-01",{"date":113,"type":21},"2027-09-01",{"name":115,"class":86},"University of Castilla-La Mancha",{"id":117,"slug":118,"hasResults":11,"nctId":119,"briefTitle":120,"officialTitle":120,"acronym":121,"eligibilityCriteria":122,"healthyVolunteers":59,"sex":16,"minAge":123,"maxAge":4,"enrollmentInfo":124,"targetDuration":4,"studyType":64,"phases":125,"briefSummary":126,"conditions":127,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":136,"lastUpdatePostDateStruct":137,"startDateStruct":139,"completionDateStruct":141,"leadSponsor":143,"locationsCount":50},"100597159","rural-autistic-individuals---supporting-expression-100597159","NCT07054866","Rural Autistic Individuals - Supporting Expression","RAISE","Inclusion Criteria:\n\n* 1.1 Confirmed (preferably) or suspected diagnosis of ASD (autism spectrum disorder), or a receptive language impairment (i.e., difficulties with comprehension, Developmental Language Disorder), or both. Additional diagnoses, including ADHD (Attention Deficit and Hyperactivity Disorder), are acceptable. Siblings and cousins of these individuals are also welcome.\n\nOR 1.2 No diagnoses of ASD or DLD for unrelated control typically-developing participants.\n\n2\\. Normal hearing and normal vision (or corrected to normal with glasses or contacts).\n\n3\\. Ages 2+. 4. English as the dominant language of caregivers. 5. Caregivers who self-identify as living in a rural area. 6. The ability to verbally or physically respond is optional.\n\nExclusion Criteria:\n\n* 1\\. Poor hearing. 2. Inborn or acquired brain damage.","2 Years",{"count":63,"type":21},[66],"This research study investigates how hand gestures can support language comprehension and communication skills of hearing speaking, non-speaking, and\u002For minimally verbal individuals with Autism Spectrum Disorders (ASD), who are especially disadvantaged by the lack of accessible services in their rural communities. Individuals with other cognitive profiles, including Developmental Language Disorder (DLD), ADHD, Dyslexia, and others are welcome too. The study uses methods of eye tracking and recording of brain activity to understand how hand gestures adapted from signs from American Sign Language, such as \\[cry\\], can promote successful understanding of words like \"cry\". The overarching goal is to help families effectively utilize gestures to support communication with their children.",[128,129,130,25,131,71,132,133,134,135],"Autism Disorder","Language Development Disorders","ADHD","Rural Health","Neuroimaging","Eye Tracking","EEG","fNIRS","2025-07-07",{"date":138,"type":42},"2025-07-10",{"date":140,"type":21},"2025-07",{"date":142,"type":21},"2027-07",{"name":144,"class":86},"Montana State University",{"id":146,"slug":147,"hasResults":11,"nctId":148,"briefTitle":149,"officialTitle":150,"acronym":151,"eligibilityCriteria":152,"healthyVolunteers":59,"sex":16,"minAge":153,"maxAge":154,"enrollmentInfo":155,"targetDuration":157,"studyType":22,"phases":4,"briefSummary":158,"conditions":159,"keywords":163,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":168,"lastUpdatePostDateStruct":169,"startDateStruct":171,"completionDateStruct":173,"leadSponsor":175,"locationsCount":50},"100574863","association-between-motor-skills-and-sensory-profiles-in-children-with-typical-and-atypical-development-aged-4-to-11-years-100574863","NCT06764810","Association Between Motor Skills and Sensory Profiles in Children With Typical and Atypical Development Aged 4 to 11 Years","Association Between Motor Skills and Sensory Profiles in Children With Typical and Atypical Development Aged 4 to 11 Years: A Cross-Sectional Observational Case-Control Study","MOTISEN","Inclusion Criteria:\n\n* Children aged 4 to 11 years.\n* Typical or atypical neurodevelopment, defined as follows:\n* ASD: Subclinical symptoms or Level 1 diagnosis.\n* ADHD: Predominantly inattentive, hyperactive\u002Fimpulsive, or combined presentation. For children under 6, typical symptoms of the disorder (e.g., impulsivity, hyperactivity).\n* DCD: Diagnosed or meeting the following criteria:\n\n  * Motor skills below age expectations.\n  * Significant impact on daily activities or school performance.\n  * Difficulties not attributable to another condition.\n* Parental\u002Flegal guardian consent.\n\nExclusion Criteria:\n\n* Moderate to severe intellectual disability (IQ ≤ 51).\n* Neurological disorders (e.g., cerebral palsy) or syndromes.\n* Severe visual and\u002For auditory impairments.\n* Severe behavioral disorders.\n* Severe mental health disorders (e.g., depression, severe anxiety).","4 Years","11 Years",{"count":156,"type":21},40,"1 Month","Background and Justification Childhood developmental disorders, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Coordination Disorder (DCD), pose significant challenges for children and their families. These disorders impact children's growth and learning, leading to difficulties in key areas such as language, communication, behavior, social interaction, and motor skills. Research in this area is limited, particularly regarding fine and gross motor skills in relation to sensory processing in children with these diagnoses.\n\nHypothesis and Objectives There is an association between motor skills and sensory processing in children aged 4 to 11 years, depending on whether they have typical or atypical neurodevelopment, such as ASD, ADHD, and DCD.\n\nMain Objective:\n\nTo evaluate the association between motor skills and sensory processing in children aged 4 to 11 years with either typical or atypical neurodevelopment (e.g., ASD, ADHD, and DCD).\n\nSecondary Objectives:\n\nTo describe and compare motor skills among children aged 4 to 11 years with typical or atypical neurodevelopment, such as ASD, ADHD, and DCD.\n\nTo describe and compare sensory processing among children aged 4 to 11 years with typical or atypical neurodevelopment, such as ASD, ADHD, and DCD.\n\nMethodology The study is a cross-sectional observational case-control study. Participants are users of the Child Development and Early Intervention Center (CDIAP) Tris Tras, Neuro Xics, or Criv in Vic.\n\nThe sample will include 30 children as controls (typical neurodevelopment) and 10 children as cases (atypical neurodevelopment: ASD, ADHD, DCD).\n\nChildren will be assessed using the Infant Motor Profile (IMP) to measure motor development and the Short Sensory Profile-2 (SSP-2) to evaluate sensory processing.\n\nStatistical Analysis Quantitative variables will be described using means and standard deviations, while categorical variables will be presented as frequencies and percentages. Statistical tests such as the Student's t-test will be used to compare means between two groups, ANOVA for comparisons among more than two groups, and the Chi-square test to analyze associations between categorical variables.\n\nExpected Results The study is expected to provide essential insights into the differences in motor development between children with typical and atypical neurodevelopment, as well as the relationship between biological and external factors and these differences. These findings could help improve clinical and educational interventions for these children by tailoring them to their specific needs, thereby enhancing their overall well-being and development.\n\nEthical Considerations The study protocol will be submitted to the Research Ethics Committee (CER) of UVic-UCC, adhering to good clinical practice guidelines in accordance with the Declaration of Helsinki. Participants will be assigned a code to ensure data pseudonymization, with data securely stored on the Microsoft 365 server of UVic-UCC. Participants will have the right to withdraw from the study at any time, and personal data will be deleted once the study is completed.\n\nResearchers will ensure confidentiality as dictated by Organic Law 3\u002F2018 of December 5 on the Protection of Personal Data and Guarantee of Digital Rights, Regulation (EU) 2016\u002F679 of April 27, 2016, on data protection, and complementary regulations, as well as Organic Law 1\u002F1982 of May 5 on the right to honor, personal and family privacy, and self-image.",[160,29,161,162,25],"Developmental Disability","Development Coordination Disorder","Attention Deficit Disorder With Hyperactivity",[164,165,166,167],"motor skills disorders","physical therapy modalities","pediatrics","child development","2025-01-09",{"date":170,"type":42},"2025-01-13",{"date":172,"type":42},"2024-12-01",{"date":174,"type":21},"2026-12-20",{"name":176,"class":86},"University of Vic - Central University of Catalonia"]