Word Learning From Parentese in Autistic Children
Autism Word Learning and Infant Directed-Speech
The University of Texas at Dallas
100 participants
Oct 4, 2024
INTERVENTIONAL
Conditions
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
Inclusion Criteria1
- children with or without a diagnosis of ASD between 18 and 59 months
Exclusion Criteria3
- hears another language more than 10% of time based on parent report
- has uncorrected visual impairment or hearing impairment
- has developmental disorders or medical conditions other than ASD that affect language or cognition (excepting psychiatric conditions often comorbid with ASD such as ADHD)
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Interventions
Novel words are introduced in parentese, a type of speech that is typically characterized by greater pitch variation, longer duration, and louder volume
Novel words are introduced in standard adult register.
Locations(1)
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NCT06649916