Retrieval-Based Word Learning in Autistic Children
This study is looking at different ways to help autistic children, aged 4 to 10, learn new words. It compares two teaching methods: one where children repeatedly review words (re-study) and another where they are quizzed after learning words (repeated quizzing). The goal is to see if these strategies, which have helped other children, can also improve how autistic children learn and remember new words, especially names of animals. Researchers will measure how well children recall the words and their meanings shortly after learning and again one week later. The study is currently unclear on its recruitment status and plans to enroll 64 children.
- Study design
- This interventional study plans to enroll 64 children with Autism Spectrum Disorder to compare two word learning strategies.
- What's involved
- Not specified in the trial record.
- Compensation
- Not stated in the trial record.
- Follow-up
- Your word recall and recognition will be tested shortly after learning and again one week later.
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Retrieval-Based Word Learning in Autistic Children
At a glance
Conditions
NCT06466876
Where you'd take part
This study runs at 1 site. They're the same protocol — you choose where, and that choice sets who your contact draft is addressed to.
Louisiana State University
Baton Rouge, Louisianastudy coordinator listed
Recruiting
Sites open and close at different times, so the status above is per site — it can differ from the study's overall status.
Study leadership
- Eileen K Haebig, PhD · PRINCIPAL_INVESTIGATOR · Louisiana State University Health Sciences Center in New Orleans
Who to contact
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Inclusion
Exclusion
What this trial measures
- Word form recallDuring the 5-minute test and 1-week test (for taught and generalization referents) for Studies 1 and 2
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).
- Word meaning recallDuring the 5-minute test and 1-week test (for taught and generalization referents) for Studies 1 and 2
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)
- Form-referent-link recognitionDuring the 1-week test (for taught and generalization referents) for Studies 1 and 2
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.