How Simplified Language Affects Comprehension and Learning in Young Autistic Children
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Linguistic simplification.
- Who it may be relevant to
- Registry conditions: Autism Spectrum Disorder. Basic parameters: 1 year — 4 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- United States
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
How Single-Word and Telegraphic Simplification Affects Language Processing and Word Learning in Young Children With Autism Spectrum Disorder
Overview
The long-term study goal is to experimentally evaluate the components (and likely active ingredients) of early language interventions for young children with ASD. The overall objective is to determine how single-word and telegraphic simplification affects real-time language processing and word learning in young children with ASD (relative to full, grammatical utterances). The proposed project will investigate three specific aims: 1) Determine how single-word and telegraphic simplification affects language processing. 2) Determine how single-word and telegraphic simplification affects word learning. 3) Evaluate child characteristics that may moderate the effects of linguistic simplification on language processing and word learning. Aim 1 will test the hypothesis that children with ASD will process full, grammatical utterances faster and more accurately than single-word or telegraphic utterances. Aim 2 will test the hypothesis that full, grammatical utterances will support word learning better than telegraphic or single-word utterances. Aim 3 will test the hypothesis that language and cognitive skills significantly moderate the effects of linguistic simplification on language processing and word learning in young children with ASD.
Interventions
- Behavioral Linguistic simplification
Children will participate in screen-based language processing and word learning tasks in which they hear utterances with different types and amounts of linguistic simplification (i.e., a within-group manipulation).
Primary outcome measures
- Gaze location on Looking-While-Listening (LWL) tasks [Time frame: Single assessment per task; total duration less than 10 minutes per task]
Secondary outcome measures (1)
- Gaze location in Teaching Phase of Study 2b (Fast Mapping) [Time frame: Single assessment; total duration less than 10 minutes]
Eligibility criteria
Inclusion criteria
- Existing or suspected autism spectrum disorder, confirmed through ADOS-2
- English as primary language
- 1-4 years old
Exclusion criteria
- Known genetic condition (e.g., Down syndrome, fragile X)
- Cerebral palsy
- Acquired brain injury
- Uncorrected vision or hearing impairment
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: No
Study design
- Allocation
- N/A
- Model
- Single group
- Masking
- Open label
- Primary purpose
- Treatment
Study locations
United States · 1 center
- Michigan State University — East Lansing
Identifiers
NCT: NCT05707923 · 4584124 · R01DC020165