Ellis Weismer, Susan
Haebig, Eileen
Edwards, Jan
Saffran, Jenny
Venker, Courtney E.
Funding for this research was provided by:
National Institute on Deafness and Other Communication Disorders (NIDCD R01 DC012513)
National Institute of Child Health and Human Development (NICHD R37HD037468, NICHD P30 HD003352)
University of Wisconsin-Madison (Graduate School Grant #130416)
Article History
First Online: 1 October 2016
Compliance with Ethical Standards
:
: None of the authors have any conflicts of interest to declare with respect to this research.
: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This research project was approved by the Institutional Review Board. Parents provided written informed consent for their child prior to enrollment in the study.
: This manuscript is not currently under submission at another journal; it reports original data. A portion of the data reported in this manuscript have been reported in another manuscript that is in press at JADD (Brief Report: Early lexical comprehension in young children with ASD: Comparing eye-gaze methodology and parent report, doiExternalRef removed); that study addresses an entirely different, methodologically-focused question and includes only partial data from one of the groups in the current study.