Teaching inner speech to help children with developmental language disorder
Official title: Training Verbal Mediation to Support Executive Function in Children With Developmental Language Disorder
Run by MGH Institute of Health Professions · NCT06880731 · Data updated 2026-11-12
This project tests whether modeling self-directed 'inner speech' helps children with developmental language disorder improve their ability to switch between tasks and control behavior.
Quick facts
| Study type | Interventional |
|---|---|
| Ages | 8 Years to 10 Years |
| Sex | All |
| Enrollment | 75 (estimated) |
| Sponsor | MGH Institute of Health Professions Academic / other |
| Locations | 1 site (Boston, Massachusetts) |
| Status | Recruiting |
| Started | November 21, 2025 |
| Main results expected | March 2028 |
| Study ends | March 2028 |
| Registry record updated | December 15, 2025 |
| Trial ID | NCT06880731 on ClinicalTrials.gov |
Is this trial a fit for you?
✓Likely a good fit
Children aged 8;0–9;11 years with primary English, normal hearing on screening, TILLS Identification Core Score <34, KBIT-2 Fluid Subtest standard score ≥70, and no ADHD, autism, TBI, or other neurological disorders are the intended participants.
✕Probably not a fit
Children with co-occurring ADHD, autism, traumatic brain injury, significant hearing loss, non-English primary language, or KBIT-2 Fluid Subtest <70 are excluded and unlikely to benefit from this protocol.
A plain-English reading of the study's rules. Only the study team can confirm whether you qualify.
What this trial studies
The project enrolls 75 children aged 8 to 10 years divided into three matched groups: DLD-training (modeling verbal mediation), DLD-control (modeling only), and a typically developing control. The DLD-training group receives modeled verbal mediation intended to shape use of self-directed language, while controls receive modeling without the verbal mediation component. Outcome measures include behavioral metrics (accuracy and reaction time) and an electrophysiological EEG marker of cognitive shifting to capture real-time cue processing. Investigators will compare changes in use of verbal mediation and both behavioral and EEG measures of shifting to determine whether the training improves executive function in children with DLD.
Why it matters
Potential benefit: If successful, the approach could give children with DLD better self-guided language strategies and improved cognitive flexibility that may help academic and everyday functioning.
How similar studies have gone: Language-based modeled interventions have shown promise in improving verbal mediation and executive function in typically developing children, but applying this approach to children with DLD is relatively untested.
Who can join: the full rules
Show full inclusion / exclusion criteria
Inclusion criteria (children with developmental language disorder; DLD): * Age 8;0-9;11 years English as the primary language * Pass hearing screen bilaterally (20 dB HL, at 1K, 2K, \& 4K) * TILLS Identification Core Score \< 34 Inclusion criteria (children with typical development; TD): * Age 8;0-9;11 years English as the primary language * Pass hearing screen bilaterally (20 dB HL, at 1K, 2K, \& 4K) * TILLS Identification Core Score \> or = 34 Exclusion criteria (DLD \& TD groups): * KBIT-2 Fluid Subtest Standard Score \< 70 * ADHD, Autism, TBI, or other neurological deficits or disorders
Where it's running
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MGH Institute of Health Professions
Boston, Massachusetts, United States Recruiting
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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.