[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100493651":3},{"organization":4,"armGroups":7,"interventions":14,"overallOfficials":20,"centralContacts":21,"locations":27,"responsibleParty":43,"collaborators":47,"id":51,"slug":52,"hasResults":53,"nctId":54,"briefTitle":55,"officialTitle":56,"acronym":57,"eligibilityCriteria":58,"healthyVolunteers":53,"sex":59,"minAge":60,"maxAge":61,"enrollmentInfo":62,"targetDuration":20,"studyType":65,"phases":66,"briefSummary":68,"conditions":69,"keywords":71,"overallStatus":29,"whyStopped":20,"lastUpdateSubmitDate":86,"lastUpdatePostDateStruct":87,"startDateStruct":90,"completionDateStruct":92,"leadSponsor":94,"locationsCount":95},{"fullName":5,"class":6},"Michigan State University","OTHER",[8],{"label":9,"type":10,"description":11,"interventionNames":12},"Utterance Type","EXPERIMENTAL","This study uses a within-participant experimental manipulation. All participants will be exposed to all utterance types (across trials).",[13],"Behavioral: Linguistic simplification",[15],{"type":16,"name":17,"description":18,"armGroupLabels":19,"otherNames":20},"BEHAVIORAL","Linguistic simplification","Children will participate in screen-based language processing and word learning tasks in which they hear utterances with different types and amounts of linguistic simplification (i.e., a within-group manipulation).",[9],null,[22],{"name":23,"role":24,"phone":25,"phoneExt":20,"email":26},"Courtney Venker, PhD","CONTACT","5178842259","cvenker@msu.edu",[28],{"facility":5,"status":29,"city":30,"state":31,"zip":32,"country":33,"countryCode":34,"cosmosGeoPoint":35,"geoPoint":40,"contacts":41},"RECRUITING","East Lansing","Michigan","48824","United States","US",{"type":36,"coordinates":37},"Point",[38,39],-84.48387,42.73698,{"lat":39,"lon":38},[42],{"name":23,"role":24,"phone":25,"phoneExt":20,"email":26},{"type":44,"investigatorFullName":45,"investigatorTitle":46,"investigatorAffiliation":5,"oldNameTitle":20,"oldOrganization":20},"PRINCIPAL_INVESTIGATOR","Courtney E. Venker","Assistant Professor",[48],{"name":49,"class":50},"National Institute on Deafness and Other Communication Disorders (NIDCD)","NIH","100493651","how-simplified-language-affects-comprehension-and-learning-in-young-autistic-children-100493651",false,"NCT05707923","How Simplified Language Affects Comprehension and Learning in Young Autistic Children","How Single-Word and Telegraphic Simplification Affects Language Processing and Word Learning in Young Children With Autism Spectrum Disorder","PALS","Inclusion Criteria:\n\n* Existing or suspected autism spectrum disorder, confirmed through ADOS-2\n* English as primary language\n* 1-4 years old\n\nExclusion Criteria:\n\n* Known genetic condition (e.g., Down syndrome, fragile X)\n* Cerebral palsy\n* Acquired brain injury\n* Uncorrected vision or hearing impairment","ALL","1 Year","4 Years",{"count":63,"type":64},104,"ESTIMATED","INTERVENTIONAL",[67],"NA","The long-term study goal is to experimentally evaluate the components (and likely active ingredients) of early language interventions for young children with ASD. The overall objective is to determine how single-word and telegraphic simplification affects real-time language processing and word learning in young children with ASD (relative to full, grammatical utterances). The proposed project will investigate three specific aims: 1) Determine how single-word and telegraphic simplification affects language processing. 2) Determine how single-word and telegraphic simplification affects word learning. 3) Evaluate child characteristics that may moderate the effects of linguistic simplification on language processing and word learning. Aim 1 will test the hypothesis that children with ASD will process full, grammatical utterances faster and more accurately than single-word or telegraphic utterances. Aim 2 will test the hypothesis that full, grammatical utterances will support word learning better than telegraphic or single-word utterances. Aim 3 will test the hypothesis that language and cognitive skills significantly moderate the effects of linguistic simplification on language processing and word learning in young children with ASD.",[70],"Autism Spectrum Disorder",[72,73,74,75,76,77,78,79,80,81,82,83,84,85],"language","autism","intervention","processing","learning","early childhood","treatment","early intervention","telegraphic","language input","looking-while-listening","eye tracking","comprehension","neurodevelopmental disorders","2026-06-11",{"date":88,"type":89},"2026-06-15","ACTUAL",{"date":91,"type":89},"2023-06-01",{"date":93,"type":64},"2027-05-31",{"name":5,"class":6},1]