Reciprocal Imitation Training and Musical Rhythm Sensitivity in Autistic Toddlers

Study Overview
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Brief Summary
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The primary goal of this study is to examine rhythm sensitivity as a predictor of response to naturalistic developmental behavioral intervention (NDBIs) in autistic toddlers. Toddlers receive either Reciprocal Imitation Training (RIT), an evidence-based NDBI that supports children's imitation and social communication skills, or a music-enhanced version of RIT. Throughout their participation in the intervention, toddlers will complete study procedures of viewing naturalistic videos of infant-directed singing and other social scenes while eye gaze data is collected.

Detailed Description
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Social communication makes use of predictable, rhythmic behaviors and children are sensitive to the rhythm of social interaction from infancy. The goal of the current study is to investigate if social rhythm sensitivity, measured via children' entrained eye-looking when viewing videos of infant-directed singing, predicts autistic toddlers' response to naturalistic developmental behavioral intervention (NDBI). Following eligibility testing and baseline assessments, children are randomized to receive either 30 sessions of Reciprocal Imitation Training (RIT), an NDBI that uses evidence-based strategies to support children's imitation and social communication development, or a music-enhanced version of RIT that embeds music and rhythm within the RIT platform (meRIT). Children's imitation skills are assessed before and after the intervention programs. Children's rhythm sensitivity is assessed via repeated eye-tracking sessions throughout baseline, intervention, and two-weeks after the intervention ends.

Official Title
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Musical Rhythm Sensitivity to Scaffold Social Engagement in Autism Spectrum Disorder

Conditions
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Autism, Autism Spectrum Disorder

Intervention / Treatment
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* Behavioral: Reciprocal Imitation Training
* Behavioral: music-enhanced Reciprocal Imitation Training


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: diagnosis of autism / autism spectrum disorder 18-36 months of age Exclusion Criteria: Major hearing or visual impairment (e.g., congenital nystagmus), seizure disorder, genetic syndromes, or gestational age <=34 weeks.

Ages Eligible for Study
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Minimum Age: 18 Months
Maximum Age: 36 Months

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Reciprocal Imitation Training (RIT)<br>Children (n=20) receive 30 sessions of Reciprocal Imitation Training (RIT), delivered in 40-60 minute sessions 2-3 times/week. | Behavioral: Reciprocal Imitation Training<br>* As a naturalistic developmental behavioral intervention (NDBI), Reciprocal Imitation Training (RIT) utilizes contingent imitation, linguistic mapping, modeling, prompting, and contingent reinforcement to train object and gesture imitation during play activities.<br>|
| Experimental: Music-Enhanced Reciprocal Imitation Training (meRIT)<br>Children (n=20) receive 30 sessions of music-enhanced Reciprocal Imitation Training (meRIT), delivered in 40-60 minute sessions 2-3 times/week. | Behavioral: music-enhanced Reciprocal Imitation Training<br>* Music-enhanced imitation training uses music and rhythm to enhance the predictability and salience of the strategies utilized within the Reciprocal Imitation Training platform (i.e., contingent imitation, linguistic mapping, modeling, prompting, and contingent reinforcement to train object and gesture imitation during play activities).<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in rhythmically entrained eye-looking (eye-tracking) | Trajectories of rhythmically entrained eye-looking to predictable and unpredictable child-directed singing assessed via passive eye-tracking. | Change from baseline through 2-week follow-up post-intervention | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in overall fixation to eyes (eye-tracking) | Trajectories of proportion of time spent fixating on the eyes while viewing predictable and unpredictable child-directed singing assessed via passive eye-tracking. | Change from baseline through 2-week follow-up post-intervention | 
| Change in child elicited motor imitation | Children's performance on the Motor Imitation Scale (score 0-32). Higher scores indicate greater performance. | Change from baseline to 2-weeks follow-up after intervention | 
| Change in child spontaneous motor imitation | Children's performance on the Unstructured Imitation Assessments (score 0-20) | Change from baseline to 2-weeks follow-up after intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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autism, imitation, social communication, rhythm, music