Assessing the Effectiveness of Individual Education Plans for Childhood Cancer Survivors
Assessing Implementation and Effectiveness of Individual Education Plans for Children With Chronic Illness
1 other identifier
interventional
62
1 country
1
Brief Summary
Neurodevelopmental outcomes in children treated for cancer involving the central nervous system (CNS) provide educators with new challenges with regards to classification, monitoring, and intervention in the regular or special education classroom setting. Recommendations resulting from serial neurodevelopmental evaluations for these children often do not overlap with traditional special education recommendations commonly included in Individual Education Plans (IEPs) for children with congenital or genetic learning problems. The investigators currently do not know whether or not school-based treatment for learning problems, based on the child's IEP, incorporates recommendations made based on a neurodevelopmental evaluation appropriately. In addition, it is not clear whether or not the recommendations that are included in a child's IEP have any beneficial outcome on the child's learning and academic achievement over time. The purpose of this project is to examine the relationship between neurodevelopmental outcomes, recommendations for intervention, special education services and accommodations included in a child's school IEP, and outcome for the child following implementation of the IEP. The study has two major specific aims:
- 1.To quantify the clinical and educational contributions of recommendations resulting from neurodevelopmental evaluations and the subsequent development of IEPs.
- 2.To evaluate an intervention that will improve academic outcomes for children treated for cancer.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P50-P75 for not_applicable
Started Jan 2003
Longer than P75 for not_applicable
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
Study Start
First participant enrolled
January 1, 2003
CompletedFirst Submitted
Initial submission to the registry
July 22, 2009
CompletedFirst Posted
Study publicly available on registry
July 24, 2009
CompletedPrimary Completion
Last participant's last visit for primary outcome
October 1, 2010
CompletedStudy Completion
Last participant's last visit for all outcomes
October 1, 2010
CompletedMarch 8, 2012
March 1, 2012
7.8 years
July 22, 2009
March 6, 2012
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Academic achievement as measured by the Woodcock Johnson Tests of Achievement, Third Edition
Measured at Year 1, Year 2 and 3
Study Arms (2)
Annual Monitoring of IEP
EXPERIMENTALParents/caregivers and the teacher of participants will be asked to evaluate the effectiveness of the child's IEP once per academic calendar year. The evaluation is done through the use of an IEP Questionnaire developed for this study.
Quarterly Monitoring of IEP
EXPERIMENTALParents/caregivers and the teacher of participants will be asked to evaluate the effectiveness of the child's IEP four times per academic calendar year. The evaluation is done through the use of an IEP Questionnaire developed for this study.
Interventions
Parents/caregivers and the teacher of participants will be asked to evaluate the effectiveness of the child's IEP once per academic calendar year. The evaluation is done through the use of an IEP Questionnaire developed for this study. This questionnaire addresses the child's academic performance, progress, and adherence to the IEP developed.
Parents/caregivers and the teacher of participants will be asked to evaluate the effectiveness of the child's IEP four times per academic calendar year. The evaluation is done through the use of an IEP Questionnaire developed for this study. This questionnaire addresses the child's academic performance, progress, and adherence to the IEP developed.
Eligibility Criteria
You may qualify if:
- Children, ages 6-12 years, who are within 2-5 years of diagnosis for either central nervous system tumor or acute lymphocytic leukemia, or lymphoma at time of enrollment
You may not qualify if:
- Children who have been diagnosed with any type of cancer other than a central nervous system tumor, lymphoma, or leukemia.
- Children who are not between the ages of 6-12 years and who were not diagnosed within the past 2-5 years with central nervous system tumor, lymphoma, or leukemia.
- Children who are monolingual in a language other than English or Spanish
- Parent or caregiver of the child is not fluent in English or Spanish
- Child has been diagnosed with a significant mental health disorder that is not responsive to behavioral or medical management. This includes severe depression, schizophrenia, or bipolar disorder. Children whose mental health problem is effectively treated are eligible for participation.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
- University of Miamilead
- American Cancer Society, Inc.collaborator
Study Sites (1)
Mailman Center for Child Development University of Miami Miller School of Medicine
Miami, Florida, 33136, United States
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Study Officials
- PRINCIPAL INVESTIGATOR
Daniel Armstrong, PhD
University of Miami
- STUDY DIRECTOR
Maria L Goldman, PsyD
University of Miami
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- NONE
- Purpose
- SUPPORTIVE CARE
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Co-Investigator
Study Record Dates
First Submitted
July 22, 2009
First Posted
July 24, 2009
Study Start
January 1, 2003
Primary Completion
October 1, 2010
Study Completion
October 1, 2010
Last Updated
March 8, 2012
Record last verified: 2012-03