Reading Intervention for Children With Intellectual Disabilities Who Require Augmentative and Alternative Communication

NCT05709405 | Active Not Recruiting

• 1 other identifier: 988724
• Study Type: interventional
• Target: 40
• Locations: 1 country
• Sites: 2

Brief Summary

The goal of this multiple single case study with multiple randomized baseline (with four starting points and 18 measurements across time) is to conduct a reading intervention for 40 children with intellectual disabilities who require augmentative and alternative communication (AAC). The main questions to answer are:

1. 1.Is there a functional relation between the use of "Lesing for alle" (Reading for all) and increased accuracy of sound blending by students age 6-14 with intellectual disabilities who require AAC?
2. 2.Is there a functional relation between the use of "Lesing for alle" (Lesing for alle) and improved acquisition of letter sound correspondence by students age 6-14 with intellectual disabilities who require AAC?
3. 3.Is there a functional relation between the use of "Lesing for alle" (Reading for all) and improved acquisition of phoneme segmentation by students age 6-14 with intellectual disabilities who require AAC?
4. 4.Is there a functional relation between the use of "Lesing for alle" (Reading for all) and improved acquisition of recognition of sight words by students age 6-14 with intellectual disabilities who require AAC?
5. 5.Is there a functional relation between the use of "Lesing for alle" (Reading for all) and improved acquisition of decoding by students age 6-14 with intellectual disabilities who require AAC?
6. 6.Is there a positive and strong correlation between increasing skills from 1-3 and 4-5? Meaning, is there a transfer from lower level skills (phonological skills) to decoding skills?

Conditions

Intellectual Disabilities

Keywords

Intellectual disabilities; AAC; Reading intervention; Sound blending; Letter-sound correspondence; Phoneme segmentation; Shared reading; Sight words; Decoding

Outcome Measures

Primary Outcomes (3)

• Sound-blending trajectory change

  Testing in sound blending involves testing the student's ability to combine individual sounds into words. The students will see a sheet of paper with four symbols. In the instructions, the target word will be presented by expanding the individual sound in the word.

  Every month, for 18 months

• Letter-sound correspondence trajectory change

  Tests the student's ability to associate letter-sounds with corresponding letters. The students must discriminate between 4 symbols, and the instruction is, for example: point to "0".

  Every month, for 18 months

• Phoneme segmentation trajectory change

  The students are measured on their ability to find the first sound in words. In the test, there must be discrimination between 4 symbols, and students must identify the word that begins with, for example, the sound "m".

  Every month, for 18 months

Secondary Outcomes (2)

• Sight-words change

  Three time points before, during, and after intervention (months 1, 12 and 18)

• Decoding change

  Three time points before, during and after intervention (months 1, 12 and 18)

Study Arms (1)

Reading Intervention

EXPERIMENTAL

The reading material is made based on the research of Professor Janice Light and Professor David McNaughton at Penn State University. The reading material "Lesing for alle" (Reading for all) contains all the principles, strategies, and methods that form the basis of Accessible Literacy Learning (ALL). The intervention is conducted by trained teachers, in a place known to the students. The material contains: tasks in sound blending, letter-sound correspondence, phoneme- segmentation, sight words, single-word decoding, and shared reading. Due to the multiple single baseline design, each participant will be regarded as being in the control condition, and then will be randonly assigned to four different baselines starting the intervention individually after the 2nd, 3rd, 4th, and 5th month.

Other: Reading intervention

Interventions

Reading intervention OTHER

The intervention will use a reading program called "Lesing for alle" (Reading for all) based on the research of Accessible Literacy Learning (ALL) which is an evidence-based approach, designed to teach reading skills to students with various intellectual disabilities, including autism spectrum disorders

Reading Intervention

Eligibility Criteria

• Age: 6 Years - 14 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Students between 6 and 14
• Students who are diagnosed with intellectual disabilities
• Students who do not have a functional speech, i.e. require augmentative and alternative communication (AAC) to understand and/or make oneself understood.
• Students must use AAC as their primary form of communication
• Students cannot follow ordinary curricula (LK20) but have their own education plan.

You may not qualify if:

• Students younger than six years and older than 14 years
• Students who have not been diagnosed within intellectual disabilities
• Students who have a functional speech and do not require AAC
• Students who follow ordinary education

Sponsors & Collaborators

• Ostfold University College: lead
• University of South-Eastern Norway: collaborator
• The Research Council of Norway: collaborator

Study Sites (2)

Østfold University College

Halden, BRA Veien, 1757, Norway

Location

University of South-Eastern Norway

Borre, Vestfold, 3199, Norway

Location

Related Publications (1)

• Ulriksen LB, Bilet-Mossige M, Moreira HC, Larsen K, Nordahl-Hansen A. Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials. 2023 Jun 27;24(1):433. doi: 10.1186/s13063-023-07452-4.

  PMID: 37370125 DERIVED

MeSH Terms

Conditions

Intellectual Disability

Condition Hierarchy (Ancestors)

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

Study Officials

• Kenneth Larsen, Phd

  University of South-Eastern Norway

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Multiple random baseline design

Study Record Dates

• First Submitted: January 10, 2023
• First Posted: February 2, 2023
• Study Start: September 1, 2022
• Primary Completion: October 15, 2024
• Study Completion: December 18, 2024
• Last Updated: August 9, 2024

Record last verified: 2024-08

Locations

NO (2)