Word Learning Strategies for Autism

Overseen By Eileen K Haebig, PhD

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Louisiana State University and A&M College

Disqualifiers: Non-speaking, Cerebral palsy, Genetic disorders, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 2

64 Participants Needed

Trial Summary

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

What data supports the effectiveness of the treatment Retrieval-based word learning, Retrieval-based word learning, Repeated spaced retrieval practice for word learning in autism?

Research shows that retrieval-based practice and spaced practice can improve word learning and retention in individuals with language disorders, including children with developmental language disorder and specific language impairment. These strategies have been found to enhance long-term retention and recall of new words, suggesting potential benefits for individuals with autism as well. ^{1 2 3 4 5}

Is retrieval-based word learning safe for humans?

The research on retrieval-based word learning strategies, such as repeated spaced retrieval practice, does not report any safety concerns for humans. These strategies have been studied in children with language disorders and typically developing children, showing benefits in word learning without any noted adverse effects. ^{1 3 4 5 6}

How is the treatment 'Retrieval-based word learning' different from other treatments for autism?

Retrieval-based word learning is unique because it focuses on using repeated spaced retrieval practice to enhance memory retention, which is particularly beneficial for autistic children who may have difficulties with short-term memory. This method leverages the strengths of autistic individuals in processing visual and auditory stimuli, making it a tailored approach compared to other treatments that may not specifically address these cognitive processing differences. ^{7 8 9 10 11}

What is the purpose of this trial?

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.

Research Team

Eileen K Haebig, PhD

Principal Investigator

Louisiana State University Health Sciences Center in New Orleans

Eligibility Criteria

This trial is for autistic children who have challenges with word learning. The study will involve teaching strategies to help them learn new words and use them in different contexts. To participate, children must meet certain criteria that confirm they are on the autism spectrum.

Inclusion Criteria

All children must score above 75 on the Leiter-3, a nonverbal cognitive assessment

My child, aged 4-8, has a confirmed diagnosis of ASD.

Children must have verbal communication skills, able to speak in at least simple sentences spontaneously

Exclusion Criteria

Non-speaking autistic children and minimally speaking autistic children

My child has a neurological or genetic condition affecting their development.

My child has hearing loss that hasn't been treated.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Word Learning

Participants are taught novel words using either re-study or repeated quizzing methods

Varies

Multiple sessions

Testing

Participants undergo 5-minute and 1-week tests to measure word learning and generalization

1 week

2 visits (in-person)

Follow-up

Participants are monitored for retention and generalization of learned words

4 weeks

Treatment Details

Interventions

• Retrieval-based word learning

Trial Overview The study tests two methods of teaching words: one by repeating (re-study) and another by quizzing (repeated quizzing). It aims to see which method helps autistic children learn nouns and adjectives better and apply this knowledge in various situations.

Participant Groups

Group I: Word Learning Experimental Treatment 1 Intervention

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

Who Is Running the Clinical Trial?

Louisiana State University and A&M College

Lead Sponsor

Trials

12

Recruited

1,100+

National Institute on Deafness and Other Communication Disorders (NIDCD)

Collaborator

Trials

377

Recruited

190,000+

Findings from Research

Retrieval practice that involves spaced repetition and contextual reinstatement (RRCR) significantly enhances word learning and long-term retention in both typically developing children and those with developmental language disorder, as shown in a study with 32 participants aged around 60 months.

Children taught using the RRCR method not only recalled words better after delays but also exhibited distinct neural responses (N400 event-related brain potentials) when processing these words, indicating stronger cognitive engagement with the learned material.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules. Haebig, E., Leonard, LB., Deevy, P., et al.[2020]

Retrieval practice significantly improves naming performance in people with aphasia compared to traditional repetition training, with benefits observed even one month after treatment.

Spacing training sessions (intervening trials) enhances learning outcomes more effectively than massing them together, indicating that both retrieval practice and spacing are important for effective speech-language therapy.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Retrieval practice and spacing effects in multi-session treatment of naming impairment in aphasia. Middleton, EL., Rawson, KA., Verkuilen, J.[2021]

In a study involving 26 children (13 with developmental language disorder and 13 with typical development), a word learning method that emphasized more retrieval and less study led to better recall of words immediately and one week later.

Both groups of children benefited from the retrieval-focused approach, particularly the children with developmental language disorder, suggesting that enhancing retrieval practices could be an effective strategy for improving word learning in children with language difficulties.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder. Leonard, LB., Deevy, P., Karpicke, JD., et al.[2021]

Repeated spaced retrieval significantly improved the recall of word forms and meanings in preschool-age children with specific language impairment (SLI) compared to other learning methods, indicating its efficacy in enhancing vocabulary retention.

Both children with SLI and their typically developing peers benefited from repeated spaced retrieval, with neural evidence supporting its effectiveness, suggesting that this method could be integrated into clinical and educational practices for better language learning outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers. Leonard, LB., Deevy, P.[2021]

Retrieval-based practice and spaced practice are effective strategies for enhancing word learning in individuals with language disorders, as supported by current research.

Clinicians are provided with guidance on implementing these strategies to improve encoding and retention of information, but further research is needed to optimize long-term retention after interventions are stopped.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The Advantages of Retrieval-Based and Spaced Practice: Implications for Word Learning in Clinical and Educational Contexts. Gordon, KR.[2021]

Repeated spaced retrieval significantly enhances the ability of preschool-age children, including those with developmental language disorder (DLD), to learn and retain novel adjectives, as shown in a study with 27 children (14 with DLD and 13 typically developing) over two learning sessions.

Both groups of children were able to apply learned adjectives to new objects with similar characteristics, indicating that the benefits of this learning method extend beyond simple memorization to practical language use.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach. Leonard, LB., Deevy, P., Karpicke, JD., et al.[2023]

Autistic children showed superior retention of novel animal names compared to neurotypical children after 5 minutes and demonstrated greater improvement in retention from 5 minutes to 24 hours, suggesting effective word learning when high-interest stimuli are involved.

Despite their better retention, autistic children were slower to respond correctly, particularly with high-interest stimuli, indicating a potential speed-accuracy trade-off that could affect their language acquisition in everyday situations.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

How do Autistic and Neurotypical Children's Interests Influence their Accuracy During Novel Word Learning? Rothwell, C., Westermann, G., Hartley, C.[2023]

In a study involving 14 high-functioning individuals with autism and 14 typically developing individuals, semantic encoding significantly improved free recall of words for both groups, indicating that semantic processing is beneficial for memory tasks.

Unlike typically developing individuals, those with autism showed no difference in cued recall effectiveness between semantic and phonological cues, suggesting that high-functioning individuals with autism may have enhanced phonological processing rather than deficits in memory or executive function.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A study of memory functioning in individuals with autism. Mottron, L., Morasse, K., Belleville, S.[2006]

In a study involving 36 children (12 autistic, 12 with intellectual disabilities, and 12 normal), it was found that all groups performed better in recalling word sequences that were semantically related and grammatically well-formed, indicating the importance of these factors in memory recall.

The results suggest that autistic children have a specific deficit in processing syntactic information, as their recall improvement was less than that of normal children when dealing with grammatically correct sequences, but they did not differ significantly from children with intellectual disabilities.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The nature and specificity of the language coding deficit in autistic children. Ramondo, N., Milech, D.[2019]

Children with autism spectrum disorder (ASD) showed reduced accuracy in retaining and generalizing new words compared to typically developing (TD) children, indicating challenges in word learning processes.

However, providing social feedback (like labeling and highlighting target objects) significantly improved word retention and generalization in children with ASD, suggesting that tailored teaching methods can enhance their learning efficiency.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development. Hartley, C., Bird, LA., Monaghan, P.[2020]

Individuals with autism spectrum disorder (ASD) show greater difficulties in short-term memory (STM) compared to typical development (TD) individuals, with a significant effect size of -0.53, indicating a notable challenge in this area.

While episodic long-term memory (LTM) difficulties are present, they are less pronounced, especially in verbal tasks, suggesting that using verbal materials during memory tasks may help improve performance in individuals with ASD.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Memory in autism spectrum disorder: A meta-analysis of experimental studies. Desaunay, P., Briant, AR., Bowler, DM., et al.[2021]

References

1. United States pubmed.ncbi.nlm.nih.gov

Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules. [2020]

2. Italy pubmed.ncbi.nlm.nih.gov

Retrieval practice and spacing effects in multi-session treatment of naming impairment in aphasia. [2021]

3. United States pubmed.ncbi.nlm.nih.gov

After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder. [2021]

4. United States pubmed.ncbi.nlm.nih.gov

Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers. [2021]

5. United States pubmed.ncbi.nlm.nih.gov

The Advantages of Retrieval-Based and Spaced Practice: Implications for Word Learning in Clinical and Educational Contexts. [2021]

6. United States pubmed.ncbi.nlm.nih.gov

Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach. [2023]

7. United States pubmed.ncbi.nlm.nih.gov

How do Autistic and Neurotypical Children's Interests Influence their Accuracy During Novel Word Learning? [2023]

8. England pubmed.ncbi.nlm.nih.gov

A study of memory functioning in individuals with autism. [2006]

9. England pubmed.ncbi.nlm.nih.gov

The nature and specificity of the language coding deficit in autistic children. [2019]

10. Netherlands pubmed.ncbi.nlm.nih.gov

Investigating the relationship between fast mapping, retention, and generalisation of words in children with autism spectrum disorder and typical development. [2020]

11. United States pubmed.ncbi.nlm.nih.gov

Memory in autism spectrum disorder: A meta-analysis of experimental studies. [2021]