Autism Word Learning and Infant Directed-Speech
Status: Recruiting
Location: See location...
Intervention Type: Behavioral
Study Type: Interventional
Study Phase: Not Applicable
SUMMARY
The overall objective of this research is to determine whether parentese delivered in the video format (Aim 1) and in live interaction (Aim 2) facilitates novel word learning in autistic children and to investigate if there are factors that influence the effect of parentese on word learning (Aim 3).
Eligibility
Participation Requirements
Sex: All
Minimum Age: 1
Maximum Age: 4
Healthy Volunteers: t
View:
• children with or without a diagnosis of ASD between 18 and 59 months
Locations
United States
Texas
University of Texas at Dallas
RECRUITING
Richardson
Contact Information
Primary
Pumpki L Su, PhD
lei.su@utdallas.edu
972-883-2384
Backup
McKenzie Cullinan, MS
mckenzie.cullinan@utdallas.edu
Time Frame
Start Date: 2024-10-04
Estimated Completion Date: 2028-03-01
Participants
Target number of participants: 100
Treatments
Experimental: Parentese
All participants will learn novel words in two conditions (parentese vs adult register) in each of the experiment (video and live word learning). In the Parentese condition, participants will listen to sentences that contain novel words in parentese.
Active_comparator: Adult Register
All participants will learn novel words in two conditions (parentese vs adult register) in each of the experiment (video and live word learning). In the Adult Register condition, participants will listen to sentences that contain novel words in adult register speech.
Related Therapeutic Areas
Sponsors
Collaborators: National Institute on Deafness and Other Communication Disorders (NIDCD)
Leads: The University of Texas at Dallas