Comparing word learning in late talking toddlers using familiar and unfamiliar words
Official title: Identification of Treatment Parameters That Maximize Language Treatment Efficacy For Children
Run by University of Arizona · NCT05921214 · Data updated 2026-11-12
This study is testing whether teaching late talking toddlers familiar words like animals helps them learn better than teaching them unfamiliar words.
Quick facts
| Study type | Interventional |
|---|---|
| Ages | 2 Years to 4 Years |
| Sex | All |
| Enrollment | 32 (estimated) |
| Sponsor | University of Arizona Academic / other |
| Locations | 1 site (Tucson, Arizona) |
| Status | Recruiting |
| Started | June 10, 2025 |
| Main results expected | December 1, 2026 |
| Study ends | December 1, 2026 |
| Registry record updated | July 13, 2026 |
| Trial ID | NCT05921214 on ClinicalTrials.gov |
Is this trial a fit for you?
✓Likely a good fit
Ideal candidates for this study are native English-speaking toddlers aged 2-3 years who are late talkers and have an expressive language score below the 10th percentile.
✕Probably not a fit
Patients who may not benefit from this study include those with other diagnosed conditions affecting language development or those with nonverbal IQ scores below 75.
A plain-English reading of the study's rules. Only the study team can confirm whether you qualify.
What this trial studies
This clinical trial aims to evaluate the effectiveness of teaching late talking toddlers words from familiar categories, such as animals, versus less familiar categories to enhance their overall word learning. Participants will be assigned to one of two groups and will undergo the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment for eight weeks, with sessions held twice a week. The study will measure the children's ability to learn both the taught words and control words from their environment, allowing researchers to assess the impact of the treatment on language development. The goal is to determine which teaching approach leads to better vocabulary acquisition outcomes.
Why it matters
Potential benefit: If successful, this study could significantly improve word learning strategies for late talking toddlers, enhancing their language development.
How similar studies have gone: Other studies have shown promise in using familiar categories to enhance vocabulary learning in children, suggesting that this approach may be effective.
Who can join: the full rules
Show full inclusion / exclusion criteria
Inclusion Criteria: * Native English Speaking * Pass pure tone hearing screening or medical report of normal hearing * 2-3 Years of age * MCDI expressive scale \<10th percentile Exclusion Criteria: * Parental report of other diagnoses * Enrolled in concurrent treatment elsewhere * Nonverbal IQ \<75 as measured by the Bayley scales * Parents unable to consistently bring child to treatment sessions
Where it's running
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University of Arizona
Tucson, Arizona, United States Recruiting
Study contacts
- Principal investigator: Mary Alt, PhD — University of Arizona
- Study coordinator: Mary Alt, PhD
- Email: malt@arizona.edu
- Phone: 520-626-6180
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How to take part
- Review the eligibility criteria above with your treating physician.
- Check the official listing on ClinicalTrials.gov for the latest contact details and recruitment status.
- Contact the study coordinator or principal investigator to ask for pre-screening. Pre-screening is free and never obligates you to enroll.