Language Development Disorders, Speech and Language Disorder, Therapy
Conditions
Keywords
Language Development Disorders, Speech and Language Disorder, Academic outcomes
Brief summary
Children with Developmental Language Disorder (DLD) have many linguistic difficulties in syntax, lexicon, morphology and phonology. Frequently, they also present co-occurrent (or comorbidities) impairments which further impaired school learning. Thus, they have poor academic outcomes and many of these children have been maintained at least one time in a classroom, sometime more. The purpose of this project is to determine which modalities of speech and language therapy are the more efficient on academic outcomes of children with DLD. The main modalities that will be studied are the duration of speech and language intervention, the age at which begins the intervention and the intensity (number of intervention sessions per week).
Interventions
None listed
Sponsors
Centre Hospitalier Universitaire, Amiens
Study design
Observational model
CASE_ONLY
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
12 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* patients Have been diagnosed in the University Hospital of Amiens-Picardie with a Developmental Language Disorder * patients must be aged 12 or older, * patients must be agreed answering the questionnaire
Exclusion criteria
* Children with a neurological pathology or handicap as epilepsy, cerebral palsy, sequelae of severe brain injury (traumatic or ischemic or inflammatory...) * patients with a severe mental retardation * patients with autism * patients with bipolar illness * patients with psychosis
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Number of repeated school year according length of language therapy (number of days) | one day | Number of repeated school year according length of language therapy |
Countries
France
Outcome results
None listed