Importance of Multidimensional Assessments in Accompanying Schooling of Children With Mild to Moderate Intellectual Disability.

NCT03088007 | Completed

• 1 other identifier: 69HCL15_0257
• Study Type: observational
• Target: 150
• Locations: 1 country
• Sites: 1

Brief Summary

The EVAL'ID study aims to demonstrate the value of a multidimensional assessment in accompanying schooling of children with Intellectual Disability. The study will be performed in the Rhône department (France) in children aged from 5 to 13 years with mild to moderate Intellectual Disability , and attending school either at ULIS (Unités Localisées pour l'Inclusion Scolaire, which enables disabled children to attend regular schools), or IME (Instituts Médico-Educatifs, which are special schools mandated to accommodate children and young people with Intellectual Disability at any level of disability). A multidimensional assessment encompasses the assessment of academic, cognitive, behavioral and adaptive skills of the children, with validated and reliable neuropsychological batteries, called ID Kit (Intellectual Deficiency assessment Kit), which includes the following scales : the Wechsler Intelligence Scale for Children 4th edition (WISC-IV), the Vineland Adaptive Behavioral Scale II, the GECEN rating form (Grille d'Evaluation Comportementale pour Enfants Nisonger, which is the French translation of the Nisonger Child Behavior Rating Form), and an academic skills rating form (GEVA-SCO). A comparison of the children neuropsychological profiles according to the type of school they attend, will be perform. The project consists of three phases:

• Stage 1: Collection of information from each child records at MDPH (Departmental Administration for Disabled Persons), IME, ULIS schools, including the assessments that were performed, and from a survey of both caregivers and parents regarding their respective perception and knowledge of the child's disability
• Stage 2: All the children who were not previously assessed with the ID kit will be further evaluated using these tests. The results of these assessments will be shared with parents and caregivers.
• Stage 3: A survey regarding the perception and knowledge of the child's disability will be carried out again among caregivers and parents.

Conditions

Disability, Intellectual

Keywords

Intellectual Deficiency; cognitive, adaptive; behavioral and academic profile; regular and special schools

Outcome Measures

Primary Outcomes (1)

• Presence of the ID assessment kit results in the records

  The primary outcome measure consists of the presence of the results of the neuropsychological tests included in the ID assessment kit: WISC-IV (IQ), Vineland Adaptive Behavioral Scale II, GECEN rating form, and an academic skills rating form (GEVA-SCO), in the records from the MDPH and the school records (ULIS or IME), and dated from within one year before the latest child orientation decision.

  within one year before the latest child orientation decision

Secondary Outcomes (8)

• Presence of the ID assessment kit results in the records

  within one year before the inclusion

• List of tests available in the children' records, other than the ones from the ID kit.

  within one year before the latest child orientation decision

• List of tests available in the children's records, other than the ones from the ID kit.

  within a year before the inclusion

• WISC-IV (Wechsler Intelligence Scale for Children 4th edition)

  within one year before the latest child orientation decision

• Vineland Adaptive Behavioral Scale II

  within one year before the latest child orientation decision

Study Arms (2)

IME attending ID children

Children with mild to moderate Intellectual Deficiency attending school at IME (Instituts Médico-Educatifs, which are special schools mandated to accommodate children and young people with Intellectual Disability at any level of disability).

Other: Cognitive, adaptive, behavioral and academic assessment

ULIS attending ID children

Children with mild to moderate Intellectual Deficiency attending school at ULIS (Unités Localisées pour l'Inclusion Scolaire, which enables disabled children to attend regular schools)

Other: Cognitive, adaptive, behavioral and academic assessment

Interventions

Cognitive, adaptive, behavioral and academic assessment OTHER

Cognitive, adaptive, behavioral and academic assessment will be performed if not available in the records, using WISC-IV, VABS, GECEN and an academic skills rating form.

IME attending ID children; ULIS attending ID children

Eligibility Criteria

• Age: 6 Years - 14 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)
• Sampling Method: Non-Probability Sample

Study Population

Children aged from 5 to 13 years with mild to moderate Intellectual Disability , and attending school either at ULIS (Unités Localisées pour l'Inclusion Scolaire, which enables disabled children to attend regular schools), or IME (Instituts Médico-Educatifs, which are special schools mandated to accommodate children and young people with Intellectual Disability at any level of disability), within the Rhône department, France.

You may qualify if:

• Age : \> 5 and \<13 years
• With mild to moderate intellectual deficiency
• attending school either at ULIS or IME in the Rhône department.

You may not qualify if:

• No insurance coverage
• No parents agreement

Sponsors & Collaborators

• Hospices Civils de Lyon: lead

Study Sites (1)

Hospices Civils de Lyon

Bron, 69500, France

Location

MeSH Terms

Conditions

Intellectual Disability; Behavior

Condition Hierarchy (Ancestors)

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

Study Officials

• Vincent Des PORTES, MD

  Hospices Civils de Lyon

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: observational
• Observational Model: OTHER
• Time Perspective: CROSS SECTIONAL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: March 10, 2017
• First Posted: March 23, 2017
• Study Start: August 1, 2014
• Primary Completion: October 1, 2016
• Study Completion: March 1, 2017
• Last Updated: March 23, 2017

Record last verified: 2017-03

Data Sharing

• IPD Sharing: Will not share

Locations

FR (1)