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

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial explores how different teaching strategies can help children with autism learn new words more effectively. Researchers compare two methods: repeating words to the child (re-study) and teaching the words with labeling followed by quizzing (repeated quizzing, also known as retrieval-based word learning). The goal is to determine which method helps these children better understand and use new words in various situations. Children diagnosed with autism who speak English and can communicate in simple sentences might be a good fit for this trial. As an unphased trial, this study offers a unique opportunity to contribute to innovative educational strategies for children with autism.

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 prior data suggests that these word learning strategies are safe for autistic children?

Research shows that methods like repeated practice to help remember words are safe. Studies have examined how children, including those with autism, learn new words using these techniques. No evidence indicates any negative effects from these methods. Therefore, the techniques used to teach new words in this study are considered safe for participants. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about retrieval-based word learning for autism because it introduces a novel approach to language acquisition. Unlike traditional methods, which often rely on repetitive drills or passive exposure, this technique actively engages children in recalling newly learned words, enhancing memory retention and understanding. This active retrieval process not only helps in remembering words better but could also improve overall communication skills, offering a fresh and potentially more effective strategy for supporting language development in autistic children.

What evidence suggests that these word learning strategies are effective for autistic children?

Studies have shown that retrieval-based word learning, tested in this trial, can significantly aid autistic children in learning and remembering new words. Research indicates that this method, which involves asking children questions about new words, can improve long-term memory by 50% to 150% compared to techniques that do not use this approach. This method has succeeded not only with autistic children but also with those facing other language challenges. Retrieval practice enhances children's ability to remember information over time, making it easier for them to recall and use new words in various situations. These findings suggest that while both reviewing and repeated quizzing can be effective, retrieval-based learning might lead to better word retention and usage. ^{2 3 4 6 7}

Who Is on the Research Team?

Eileen K Haebig, PhD

Principal Investigator

Louisiana State University Health Sciences Center in New Orleans

Are You a Good Fit for This Trial?

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 pass a hearing screening

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

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 for a Trial Participant

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

What Are the Treatments Tested in This Trial?

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.

How Is the Trial Designed?

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+

Published Research Related to This Trial

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]

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]

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]

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]

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]

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]

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]

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]

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]

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]

Citations

1. reporter.nih.gov reporter.nih.gov/project-details/10579116

Retrieval-Based Word Learning in Autism Spectrum Disorder Findings from this study will inform our theoretical understanding of language acquisition in children with ASD and will lead to clear clinical implications.

2. clinicaltrials.gov clinicaltrials.gov/study/NCT07048392?limit=100&rank=34

Retrieval-Based Word Learning in Developmental ... These children have a significant delay in language development in the absence of hearing impairment, cognitive delay, autism, or neurological injury/disease.

3. centerwatch.com centerwatch.com/clinical-trials/listings/NCT06466876/retrieval-based-word-learning-in-autistic-children

Retrieval-Based Word Learning in Autistic Children The use of retrieval practice during a learning phase improves long-term retention between 50% and 150% relative to conditions without retrieval ...

4. pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov/articles/PMC6802884/

Retrieval-Based Word Learning in Young Typically ... Conclusions. Retrieval practice that requires contextual reinstatement through spacing results in enhanced word learning and long-term retention of words. Both ...

5. withpower.com withpower.com/trial/early-phase-1-autism-spectrum-disorder-6-2023-677ce

Word Learning Strategies for Autism Research shows that retrieval-based practice and spaced practice can improve word learning and retention in individuals with language disorders, including ...

6. clinicaltrials.gov clinicaltrials.gov/study/NCT07048392

Retrieval-Based Word Learning in Developmental ... This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to build on the investigators' ...

7. pubs.asha.org pubs.asha.org/doi/10.1044/2025_LSHSS-24-00147

Interactive Book Reading to Accelerate Word Learning by ... Laboratory-based word learning research demonstrates that retrieval-based practice supports learning and retention more than passive training strategies.