Retrieval-Based Word Learning in Autistic Children

NCT06466876 | Recruiting

• 2 other identifiers: 5R21DC018872R21DC018872
• Study Type: interventional
• Target: 64
• Locations: 1 country
• Sites: 1

Brief 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.

Conditions

Autism Spectrum Disorder

Keywords

autism; word learning; retrieval practice; test effect

Outcome Measures

Primary Outcomes (3)

• 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

Study Arms (1)

Word Learning

EXPERIMENTAL

Each autistic child will be taught novel words in a behavioral task.

Behavioral: retrieval-based word learning

Interventions

retrieval-based word learning BEHAVIORAL

Word learning intervention that compares two strategies for teaching novel words

Word Learning

Eligibility Criteria

• Age: 4 Years - 10 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Children with autism spectrum disorder (ASD) will participate in this study. The study will be 4- to 10-years-old and will already have a community diagnosis of autism spectrum disorder. The diagnosis will be confirmed confirmed using the Autism Diagnostic Observation Schedule - 2nd edition (ADOS-2; Lord et al., 2012).
• Because the children will be completing an experimental word learning study that requires the child to verbally produce the newly taught words, children must have verbal communication skills (i.e., be able to speak in at least simple sentences spontaneously), which will be determined in initial correspondence with the child's parent or guardian.
• Children's primary language spoken must be English.
• All children will pass a hearing screening.
• Additionally, all children will score above 75 on the Leiter-3 (Roid, Miller, \& Pomplun, 2013), a nonverbal cognitive assessment.

You may not qualify if:

• Because the word learning study involves the child needing to produce the taught words non-speaking autistic children and minimally speaking autistic children (i.e., is not able to produce at least simple sentences in spontaneous speech) will be excluded from the proposed studies.
• If the child has a history of a neurological disorder such as cerebral palsy or a known genetic disorder that causes developmental delays/disorders
• If the child has an un-corrected hearing loss.

Sponsors & Collaborators

• Louisiana State University and A&M College: lead
• National Institute on Deafness and Other Communication Disorders (NIDCD): collaborator

Study Sites (1)

Louisiana State University

Baton Rouge, Louisiana, 70803, United States

RECRUITING

Related Publications (1)

• Leonard LB, Karpicke J, Deevy P, Weber C, Christ S, Haebig E, Souto S, Kueser JB, Krok W. Retrieval-Based Word Learning in Young Typically Developing Children and Children With Developmental Language Disorder I: The Benefits of Repeated Retrieval. J Speech Lang Hear Res. 2019 Apr 15;62(4):932-943. doi: 10.1044/2018_JSLHR-L-18-0070.

  PMID: 30986142 BACKGROUND

MeSH Terms

Conditions

Autism Spectrum Disorder; Autistic Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Eileen K Haebig, PhD

  Louisiana State University Health Sciences Center in New Orleans

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Eileen K Haebig, PhD

CONTACT

225-578-3933; ehaebig1@lsu.edu

Christopher R Cox, PhD

CONTACT

225-578-8745; chriscox@lsu.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Within participant design.

Study Record Dates

• First Submitted: June 14, 2024
• First Posted: June 20, 2024
• Study Start: July 28, 2023
• Primary Completion: September 30, 2025
• Study Completion: September 30, 2025
• Last Updated: August 3, 2025

Record last verified: 2025-07

Locations

US (1)