Inter Disciplinary Approach to Vocabulary Development in Hearing Impairment

NCT04962828 | Unknown

• 1 other identifier: REC/00973
• Study Type: interventional
• Target: 20
• Locations: 1 country
• Sites: 1

Brief Summary

The research aims to address to address the role of interdisciplinary working between professionals in the field of speech and language pathology/therapy. There is considerable evidence to state that when professionals work in collaboration with each other on particular goals that the outcomes are more favorable, functional and beneficial for the child.

Conditions

Hearing Impaired Children

Keywords

Hearing Impairment; Language Intervention; Interdisciplinary working

Outcome Measures

Primary Outcomes (1)

• Vocabulary List

  There will be 10 functional words that will be designed post collaboration with the teachers. The list will accommodate 6 Ling sounds and will be implemented with both groups. The participants will be tested on the list pre-intervention and post intervention. Scoring will be based on binary responses such as correct and incorrect responses. Any further responses will be addressed qualitatively.

  9th week

Study Arms (2)

Collaboration group

EXPERIMENTAL

This group of children will have targets and vocabulary that has been designed collaboratively and then the therapist and teacher both reinforce the vocabulary during the week

Other: Vocabulary based intervention - Collaborative

Non-collaborative group

ACTIVE COMPARATOR

This group of children will have targets and vocabulary that has been designed collaboratively but they will only be practiced with the therapist during the week

Other: Vocabulary based intervention- Non Collaborative

Interventions

Vocabulary based intervention- Non Collaborative OTHER

List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks Only with SLP

Also known as: Language Intervention, Language Intervention for Hearing Impairment, Total Communication

Non-collaborative group

Vocabulary based intervention - Collaborative OTHER

List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks With SLP and to be reinforced by teachers in class over the week

Also known as: Language Therapy, Inter-disciplinary working

Collaboration group

Eligibility Criteria

• Age: 6 Years - 11 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Hearing impaired children from 6 to 11 years of age who have severe unilateral or bilateral hearing loss from birth and for whom Urdu has their first language. There hearing age is at least one year. Their parents were not hearing impaired. Children used hearing aids. Unilateral \& bilateral hearing impaired children were equally distributed.

You may not qualify if:

• Children who did not present with HI as their main diagnosis or may have other co-morbid conditions.

Sponsors & Collaborators

• Riphah International University: lead

Study Sites (1)

Aghosh Special Children's School

Kharian, Punjab Province, 46000, Pakistan

RECRUITING

Related Publications (10)

• Mathers C, Smith A, Concha M. Global Burden Of Hearing Loss In The Year 2000. Global Burden Of Disease. 2000;18(4):1-30.

  BACKGROUND

• McGregor KK, Oleson J, Bahnsen A, Duff D. Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. Int J Lang Commun Disord. 2013 May-Jun;48(3):307-19. doi: 10.1111/1460-6984.12008. Epub 2013 Feb 25.

  PMID: 23650887 BACKGROUND

• Suleman S, Mcfarlane La, Pollock K, Schneider P, Leroy C, Skoczylas M. Collaboration: More Than

  BACKGROUND

• Ebbels SH, McCartney E, Slonims V, Dockrell JE, Norbury CF. Evidence-based pathways to intervention for children with language disorders. Int J Lang Commun Disord. 2019 Jan;54(1):3-19. doi: 10.1111/1460-6984.12387. Epub 2018 Apr 25.

  PMID: 29696726 BACKGROUND

• Wilson L, McneillBc, Gillon Gt. Understanding The Effectiveness Of Student Speech-Language Pathologists And Student Teachers Co-Working During Inter-Professional School Placements. Child Language Teaching And Therapy. 2019 Jun;35(2):125-43.( 7)

  BACKGROUND

• Lowe H, Henry L, Joffe VL. The Effectiveness of Classroom Vocabulary Intervention for Adolescents With Language Disorder. J Speech Lang Hear Res. 2019 Aug 15;62(8):2829-2846. doi: 10.1044/2019_JSLHR-L-18-0337. Epub 2019 Jul 24.

  PMID: 31339808 BACKGROUND

• Glover A, Mccormack J, Smith-Tamaray M. Collaboration Between Teachers And Speech And Language Therapists: Services For Primary School Children With Speech, Language And Communication Needs. Child Language Teaching And Therapy. 2015 Oct;31(3):363-82.

  BACKGROUND

• Murray E, McCabe P, Ballard KJ. A comparison of two treatments for childhood apraxia of speech: methods and treatment protocol for a parallel group randomised control trial. BMC Pediatr. 2012 Aug 3;12:112. doi: 10.1186/1471-2431-12-112.

  PMID: 22863021 BACKGROUND

• Spencer TD, Petersen DB, Adams JL. Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. Am J Speech Lang Pathol. 2015 Nov;24(4):619-36. doi: 10.1044/2015_AJSLP-14-0101.

  PMID: 26125951 BACKGROUND

• Thomas DC, McCabe P, Ballard KJ. Combined clinician-parent delivery of rapid syllable transition (ReST) treatment for childhood apraxia of speech. Int J Speech Lang Pathol. 2018 Dec;20(7):683-698. doi: 10.1080/17549507.2017.1316423. Epub 2017 Apr 26.

  PMID: 28443686 BACKGROUND

MeSH Terms

Conditions

Hearing Loss

Interventions

Communication Methods, Total; Language Therapy

Condition Hierarchy (Ancestors)

Hearing Disorders; Ear Diseases; Otorhinolaryngologic Diseases; Sensation Disorders; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Intervention Hierarchy (Ancestors)

Correction of Hearing Impairment; Rehabilitation; Aftercare; Continuity of Patient Care; Patient Care; Therapeutics; Rehabilitation of Speech and Language Disorders

Study Officials

• Ayesha Butt, PhD

  Riphah International University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Waqar Amjad, PhD

CONTACT

03335348846; waqar.ahmad@riphah.edu.pk

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, INVESTIGATOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: July 10, 2021
• First Posted: July 15, 2021
• Study Start: May 24, 2021
• Primary Completion: July 26, 2021
• Study Completion: July 26, 2021
• Last Updated: July 15, 2021

Record last verified: 2021-07

Data Sharing

• IPD Sharing: Will not share

Locations

PA (1)