Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities

NCT00246792 | Unknown Phase 2

• 1 other identifier: 14596
• Study Type: interventional
• Target: N/A
• Locations: 1 country
• Sites: 1

Brief Summary

Research and intervention programs for students with learning disabilities (LD) typically address child and family characteristics without examining the school context and conditions that affect adjustment. Focusing on the student with LD can highlight the child and family's deficits. An ecological theoretical framework guides this research project, a collaboration of the University of Toronto, Faculty of Social Work and Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Integra and the Toronto Catholic District School Board. This framework is based on the assumption that people are very much part of and affected by social and environmental settings. Accordingly, it is important not to see the adjustment problems of children with LD as being caused only by their LD. Instead, their academic and social problems are seen as unfolding in larger circumstances that include other children, the classroom, the school, the family and the community. These many factors act together to influence the child with LD and must be taken into account along with individual characteristics of the child.

Conditions

Learning Disability

Keywords

School-based intervention; Learning disabilities; ecological intervention

Outcome Measures

Primary Outcomes (3)

• Child Behaviour Checklist (Achenbach, 2001)

• Youth Report Form (Achenbach, 2001)

• Teacher Report Form (Achenbach, 2001)

Secondary Outcomes (4)

• Self-Perception Profile for Children (Harter, 1985)

• The Children's Loneliness Questionnaire (Asher & Wheeler, 1985)

• The Self Advocacy Interview for Students (Brunello-Prudencio, 2001)

• Qualitative interviews with selected participants

Interventions

Group treatment BEHAVIORAL

Eligibility Criteria

• Age: 10 Years - 15 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Grades 6-8 with identified LD
• Must demonstrate need for psychosocial intervention based on results on measures

You may not qualify if:

• Cannot meet criteria for conduct disorder on the Teacher Report Form

Sponsors & Collaborators

• University of Toronto: lead
• Social Sciences and Humanities Research Council of Canada: collaborator
• Integra LifeSciences Corporation: collaborator

Study Sites (1)

University of Toronto

Toronto, Ontario, M5S 1A1, Canada

RECRUITING

MeSH Terms

Conditions

Learning Disabilities

Condition Hierarchy (Ancestors)

Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Faye Mishna, PhD

  University of Toronto

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Faye Mishna, PhD

CONTACT

(416) 978-1385; f.mishn@utoronto.ca

Barbara Muskat, MSW

CONTACT

(416) 486-8055; bmuskat@integra.on.ca

Study Design

• Study Type: interventional
• Phase: phase 2
• Allocation: NON RANDOMIZED
• Masking: SINGLE
• Purpose: TREATMENT
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER

Study Record Dates

• First Submitted: October 28, 2005
• First Posted: October 31, 2005
• Study Start: September 1, 2004
• Study Completion: December 1, 2006
• Last Updated: February 17, 2006

Record last verified: 2005-11

Locations

CA (1)