Autism Word Learning and Infant Directed-Speech
The University of Texas at Dallas
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).
Description
Caregivers frequently use parentese, also known as infant-directed speech (IDS), when speaking to young children. Compared to adult registered speech, parentese is typically characterized by greater pitch variation, longer duration, and louder volume. Parentese facilitates early language development in typically developing (TD) children. However, it remains unknown whether the facilitative effect of parentese on language learning can be generalized to clinical populations such as autistic children given that core autism features (e.g., sensory and social communication differences) may interact…
Eligibility
- Age range
- 1–4 years
- Sex
- All
- Healthy volunteers
- Yes
Inclusion Criteria: * children with or without a diagnosis of ASD between 18 and 59 months Exclusion Criteria: * 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)
Interventions
- BehavioralParentese Speech
Novel words are introduced in parentese, a type of speech that is typically characterized by greater pitch variation, longer duration, and louder volume
- BehavioralAdult Registered Speech
Novel words are introduced in standard adult register.
Location
- University of Texas at DallasRichardson, Texas