Maximizing outcomes for preschoolers with developmental language disorders

This dataset contains de-identified baseline and short-term follow-up data
from a randomized controlled trial examining the effects of Enhanced
Milieu Teaching–Sentence Focused (EMT-SF), an 18-month, multi-phase
caregiver-implemented intervention for children at risk for developmental
language disorder (DLD) (ClinicalTrials.gov: NCT03782493). The trial
enrolled 108 children between 30 and 31 months of age and their
caregivers. Children were randomly assigned to either the EMT-SF treatment
group or a control condition. Seven participants who did not consent to
additional data sharing are excluded from this dataset. The dataset
includes assessments collected at three time points: baseline (T30; child
age ~30 months), 6 months post-baseline (T36; child age ~36 months), and
12 months post-baseline (T42; child age ~42 months). Baseline measures
include standardized language assessment data from the Preschool Language
Scales, Fifth Edition (PLS-5), standardized language sample variables,
child–caregiver interaction (CCX) measures, and demographic
characteristics. At T36, data include repeated language sample and CCX
measures as well as receptive and expressive vocabulary assessments from
the Peabody Picture Vocabulary Test, Fifth Edition (PPVT-5) and the
Expressive Vocabulary Test, Third Edition (EVT-3). At T42, data include
repeated language sample and CCX measures and grammar assessments from the
Structured Photographic Expressive Language Test–Preschool, Second Edition
(SPELT-P2) and the Test of Early Grammatical Impairment (TEGI). The
primary analyses examined short-term vocabulary outcomes at T36 and
grammar outcomes at T42 using structural equation modeling (SEM) with
latent variables representing vocabulary and grammar constructs. Results
of analyses conducted on this shared dataset may differ slightly from
published findings due to the exclusion of participants who did not
consent to data sharing. This dataset enables replication of published
analyses and supports secondary analyses examining early vocabulary
development, grammar development, caregiver-implemented intervention
effects, and longitudinal language trajectories in children at risk for
DLD.