Testing two ways to teach new words to autistic children
Compares two word-teaching methods in autistic children aged 4 to 10 years.
Plain-language title generated from the registry record
Registry title: Retrieval-Based Word Learning in Autistic Children
Key facts
- Where
- Baton Rouge, United StatesSee the site
Could this be for you?
Answer for yourself. This is not a decision: only the study team can say whether you can take part.
- Are you between 4 and 10 years old?
Source: NCT06466876, who can take part
Where in United States
- Louisiana State UniversityBaton Rouge, United StatesTaking people
Questions to ask the study team
- How often do I need to come in, and for how long each time?
- Are travel costs paid?
- Can I keep my own doctor?
- What happens if I want to stop?
Trial details
- Who runs it
- Louisiana State University and A&M College
- Trial code
- NCT06466876
- Record updated
- 8 June 2026
- Original description
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).Read full original descriptionShow less
Retrieval-Based Word Learning in Autism Spectrum Disorder
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.
Inclusion: 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.
Exclusion: If the child has a history of a neurological disorder such as cerebral palsy or a known genetic disorder that causes developmental delays/disorders; 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 an un-corrected hearing loss.