Occupational Therapy-based Literacy Intervention and Classroom Based Literacy Intervention

NCT03975972 | Completed DMC

• 1 other identifier: Study00003591
• Study Type: interventional
• Target: 52
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to determine the impact of a literacy focused occupational therapy intervention program versus standard classroom-based reading intervention on reading engagement and reading achievement in elementary school-aged children with emotional disturbances.

Conditions

Literacy

Outcome Measures

Primary Outcomes (1)

• Reading Achievement

  The reading level of student using the reading assessment that is utilized by the school: Independent Reading Level Assessment Framework (IRLA)

  9 weeks

Secondary Outcomes (1)

• Literacy Engagement

  9 weeks

Study Arms (2)

Occupational Therapy Based Literacy Intervention

EXPERIMENTAL

For the intervention group, the results from the Inventory of Reading Occupations will be utilized to determine a prescriptive weekly intervention for each participant in the intervention group that will be provided to teachers based on student interest and literacy need. For the intervention group, each participant will be provided with a list of 12 questions that will be used to inform the intervention plan based on the interests of each participant within the intervention group. Collectively, the information from the 12 questions and the results of the Inventory of Reading Occupations will be used to determine a 9-week intervention plan for each participant within the intervention group. The researchers will work with the subjects twice per week, 30 minutes per session in the classroom using the prescriptive intervention that was determined from the assessments utilized.

Other: Occupational Therapy Based Literacy Intervention

Standard Classroom Based Literacy Intervention

NO INTERVENTION

The control group will receive the standard reading instruction provided within the school. With the control group, the researchers will provide occupational therapy support to classroom teachers. But, will provide this support using the materials that are standardly provided within the classroom for literacy instruction. The researchers will provide support to the classroom teachers to students in the control group twice per week for 30 mintues per session in the classroom.

Interventions

Occupational Therapy Based Literacy Intervention OTHER

Use of an occupational therapy-based literacy intervention that utilizes student interest to guide a prescriptive literacy intervention. Addressing reading as an occupation and making the necessary modifications to the literacy task to allows for increased engagement in the task. Increased engagement in literacy tasks, allows for opportunities to work on literacy deficit areas to address proficiency with reading ability.

Occupational Therapy Based Literacy Intervention

Eligibility Criteria

• Age: 5 Years - 13 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Participants must be in grades 1-5 .
• Participants must be between the ages of 5-13 years of age: (the age is capped at a higher level due to the population this school serves where students may repeat a grade. So, the student may be older than most elementary aged children, but from a literacy perspective, they are functioning below their peers).
• Participants must be at least one grade level below peers in reading using assessment that is utilized in school.
• Participants must be able to speak English

You may not qualify if:

• Students who are unable to speak or read English due to assessments being in English
• Students who fall outside of the age criterion listed above
• Students that are on grade level with reading

Sponsors & Collaborators

• State University of New York at Buffalo: lead

Study Sites (1)

University at Buffalo

Buffalo, New York, 14214, United States

Location

Related Publications (3)

• Grajo, L.C. & Candler, C. (2014). Children with reading difficulties: how occupational therapy can help. OT Practice, 19(13), 16-17.

  BACKGROUND

• Grajo, L.C. & Candler, C. (2016). An occupation and participation approach to reading intervention (OPARI) part I: defining reading as an occupation. Journal of Occupational Therapy, Schools, & Early Intervention, 9(1), 74-85.

  BACKGROUND

• Grajo LC, Candler C, Bowyer P, Schultz S, Thomson J, Fong K. Determining the Internal Validity of the Inventory of Reading Occupations: An Assessment Tool of Children's Reading Participation. Am J Occup Ther. 2016 May-Jun;70(3):7003220010p1-9. doi: 10.5014/ajot.2016.017582.

  PMID: 27089292 BACKGROUND

Related Links

• American Occupational Therapy Association. The role of occupational therapy with literacy.

MeSH Terms

Conditions

Literacy

Condition Hierarchy (Ancestors)

Communication; Behavior

Study Officials

• Turquessa Francis, Ed.D

  SUNY Buffalo

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: June 4, 2019
• First Posted: June 5, 2019
• Study Start: September 2, 2019
• Primary Completion: December 13, 2019
• Study Completion: December 20, 2019
• Last Updated: October 22, 2020

Record last verified: 2020-10

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)