Retrieval-Based Word Learning in Autistic Children
NCT Number: NCT06466876
Status: RECRUITING
Study Type: INTERVENTIONAL
Phases: NA
Conditions: Autism Spectrum Disorder
Interventions: BEHAVIORAL: retrieval-based word learning
Sponsor: Louisiana State University and A&M College
Collaborators: National Institute on Deafness and Other Communication Disorders (NIDCD)
Sex: ALL
Age: CHILD
Enrollment: 64
Study Design: Allocation: NA|Intervention Model: SINGLE_GROUP|Masking: NONE|Primary Purpose: TREATMENT
Start Date: 2023-07-28
Completion Date: 2025-09-30
Locations: Louisiana State University, Baton Rouge, Louisiana, 70803, United States

Summary:
Children on the autism spectrum sometimes have difficulty learning new words and using the newly taught information in different situations. In this study, the investigators are testing whether strategies that have been found to improve word learning in non-autistic children will also help autistic children. Specifically, the investigators aim to test whether autistic children learn words more successfully if novel words are taught by repeating the words to the child (re-study) or if the novel words are taught first with labeling each word and then quizzing the child (repeated quizzing).

The main questions it aims to answer are:

* When teaching nouns (names of exotic animals), is learning stronger if autistic children re-study or engage in repeated quizzing of the newly taught words?
* When teaching adjectives (visible features of objects, like a bumpy chair), is learning stronger if autistic children re-study or engage in repeated quizzing of the newly taught adjectives?
* Does the word learning condition (re-study vs. repeated quizzing) impact whether autistic children are more successful in demonstrating their knowledge of the newly taught words in different contexts?
* Are autistic features related to patterns of word learning?

Participants will:

* Learn new words with half of the words being taught in one way (re-study) and the other half of the words being taught in the other way (repeated quizzing).
* Participate in 5-minute and 1-week tests of the newly taught words to measure child learning.
* Complete other language, thinking, and autism clinical assessments.

Primary Outcome Measures: Word form recall, For Study 1 and 2, we will document child learning with higher scores indicating better learning.

Measures: Accuracy -- overall accuracy assigning 0-1 points for each word (minimum: 0, maximum: 16) and phonological accuracy assigning multiple points based off of the adapted scoring procedures from Edwards et al. (2004)., During the 5-minute test and 1-week test (for taught and generalization referents) for Studies 1 and 2|Word meaning recall, For Study 1 (noun learning), we will document child learning with 0 and 1 values that will be summed across test items. Higher scores indicating better learning Word meaning will be assessed by asking children to recall/state: 1) what each animal likes and 2) what each animal likes to do.

Measure: Accuracy -- overall accuracy assigning 0 - 1 point for each word meaning that is accurately recalled (likes meaning score minimum: 0, maximum: 16, likes to do meaning score minimum: 0, maximum: 16), During the 5-minute test and 1-week test (for taught and generalization referents) for Studies 1 and 2|Form-referent-link recognition, For Study 1 and 2 at the 1-week test, we will test children's receptive knowledge of the newly taught words (nouns and adjectives) and their ability to demonstrate generalization. The form-referent link recognition tests will be a multiple-choice measure in which the child is asked to point to the referent in an array consisting of the target and two foils. The foils will be picture referents of the other novel words in the study. Measure: Accuracy -- 0 - 1 point for each accurate response Minimum: 0, Maximum: 16 Higher scores indicate better learning., During the 1-week test (for taught and generalization referents) for Studies 1 and 2