The effect of Nurturing Narratives compared to the conventional speech therapy in language disordered children at developing language period: single subject

Comparison of the Effectiveness of Nurturing Narratives with conventional speech therapy on narrative skills in language disordered children at developing language period

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250709066415N1

Enrollment

Registered

2025-07-29

Start date

2025-08-06

Completion date

Unknown

Last updated

2025-08-19

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Language disorder. A specific developmental disorder in which the child's understanding of language is below the appropriate level for its mental age. In virtually all cases expressive language will also be markedly affected and abnormalities in word-sound production are co

Interventions

Intervention 1: Intervention Group 1: Nurturing Narratives This intervention consists of 14 individual sessions of 45 minutes, held two to three times pe

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Diagnosis of one type of language disorder based on a parent interview in accordance with the PANA file The child's language age should fall within the language development stage Parental consent for participation in the study

Exclusion criteria

Exclusion criteria: No diagnosis of stuttering, based on the percentage of stuttered syllables

Design outcomes

Primary

Measure	Time frame
Event Knowledge Scientific Definition of Event Knowledge: This is the knowledge that a child has of the world around them, which they store in the form of familiar routines and events. In fact, when a child notices the existence of recurring patterns in their daily experiences, they begin to create schemas or mental representations of them. Operational Definition of Event Knowledge: This is knowledge related to the subject of the story, which is divided into three levels: 1, 2, and 3. At level 1, which is the event level, the subject of the story is based on familiar routines and events that the child has directly experienced, such as brushing teeth. If a child can retell a story from level 1, they receive a score of one and are placed in level 1. Level 2 includes stories whose subject matter revolves around events and routines that the child has seen but not directly experienced, such as grocery shopping. If a child can retell a story from level 2, they receive a score of two and are placed in level 2. At level 3, events that are less tangible, such as firefighting, and the mental states of the characters, their intentions and motivations, are targeted. If a child can retell a story from this level, they receive a score of 3 and are placed in level 3. Timepoint: The outcome is measured at three main time points: (1) before the first intervention (baseline), (2) after the first intervention (between two intervention), and (3) after the second intervention (final). In addition, the outcome is also recorded at the end of each therapy session to monitor the child’s progress over time. Method of measurement: According to the operational definition provided for this variable.;Contextualization Scientific Definition of contextualization: The amount of physi	—

Measure

Time frame

Event Knowledge Scientific Definition of Event Knowledge: This is the knowledge that a child has of the world around them, which they store in the form of familiar routines and events. In fact, when a child notices the existence of recurring patterns in their daily experiences, they begin to create schemas or mental representations of them. Operational Definition of Event Knowledge: This is knowledge related to the subject of the story, which is divided into three levels: 1, 2, and 3. At level 1, which is the event level, the subject of the story is based on familiar routines and events that the child has directly experienced, such as brushing teeth. If a child can retell a story from level 1, they receive a score of one and are placed in level 1. Level 2 includes stories whose subject matter revolves around events and routines that the child has seen but not directly experienced, such as grocery shopping. If a child can retell a story from level 2, they receive a score of two and are placed in level 2. At level 3, events that are less tangible, such as firefighting, and the mental states of the characters, their intentions and motivations, are targeted. If a child can retell a story from this level, they receive a score of 3 and are placed in level 3. Timepoint: The outcome is measured at three main time points: (1) before the first intervention (baseline), (2) after the first intervention (between two intervention), and (3) after the second intervention (final). In addition, the outcome is also recorded at the end of each therapy session to monitor the child’s progress over time. Method of measurement: According to the operational definition provided for this variable.;Contextualization Scientific Definition of contextualization: The amount of physi

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactMahbubeh Nakhshab

Esfahan University of Medical Sciences

m_nakhshab@rehab.mui.ac.ir+98 31 3792 5042

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026