Written Language Intervention for Adults With Intellectual and Developmental Disabilities

NCT05851937 | Completed Results

• 2 other identifiers: BaylorUR21DC020787
• Study Type: interventional
• Target: 55
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to evaluate the effects of a written language intervention using functional texts for young adults with intellectual and developmental disabilities.

Conditions

Intellectual Disability; Developmental Disability

Outcome Measures

Primary Outcomes (1)

• Use of Reading Comprehension Strategies

  Total number of different reading comprehension strategies used correctly. A blank version of the FRAME intervention graphic organizer including only the picture icons of the reading comprehension strategies was displayed alongside a functional text stimulus (e.g., text messages, e-mails) that was designed to closely reflect participants' daily written communications. the examiner prompted the participant to begin reading the functional text. Each think-aloud was scored for the participants' accurate use of reading comprehension strategies. A percent accuracy score was calculated based on (a) the total number of strategies implemented correctly (out of nine; excluding Strategy 4 \[read text aloud\] because all participants were expected to read the text) and (b) implementing the strategies at the appropriate time (before, during, after reading) to earn up to three additional points (max score = 12). Higher scores reflect better performance.

  3 months after start of intervention

Secondary Outcomes (3)

• Reading Comprehension of Functional Texts

  3 months after start of intervention

• Use of Spoken Language to Indicate Comprehension

  3 months after start of intervention

• Spoken Language: Summarize

  3 months after start of intervention

Study Arms (2)

Written language intervention

EXPERIMENTAL

Participants will receive 3 months of weekly written language intervention sessions via telepractice. Participants will be assessed at three time points to monitor outcomes.

Behavioral: Written language intervention

Periodic language check-up

NO INTERVENTION

Participants will be assessed at three time points to monitor outcomes.

Interventions

Written language intervention BEHAVIORAL

Young adults with Intellectual and Developmental Disabilities (IDD) are taught reading comprehension strategies in three phases (before, during, after) using a graphic organizer as visual support. At the beginning of each phase, the interventionist: (a) defines the strategies, (b) describes and models how to use the strategies, and (c) answers questions about the strategies. Then the participant practices the strategies during 45-min sessions, two times per week, over 3 months. Each session follows the teach-model-coach-review format, the interventionist: (a) reviews the strategies (5 min), (b) models the strategies using a think-aloud (10 min), (c) prompts the participant to practice the strategies with support (15 min), (d) prompts the participant to use a think-aloud to practice the strategies independently using a functional literacy text (10 min), and (e) reviews and summarizes the session (review; 5 min).

Written language intervention

Eligibility Criteria

• Age: 18 Years - 26 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• intellectual and/or developmental disability
• correctly read at least 80% of words on word reading screener
• have functional literacy needs
• English as primary spoken language and use oral communication as their primary form of communication
• normal or corrected to normal vision

Sponsors & Collaborators

• National Institute on Deafness and Other Communication Disorders (NIDCD): collaborator
• Baylor University: lead
• National Institutes of Health (NIH): collaborator

Study Sites (1)

Baylor University

Waco, Texas, 76798, United States

Location

MeSH Terms

Conditions

Intellectual Disability; Developmental Disabilities

Condition Hierarchy (Ancestors)

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

Results Point of Contact

• Title: Alison Prahl
• Organization: Texas Christian University

a.prahl@tcu.edu

8172575962

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: April 14, 2023
• First Posted: May 10, 2023
• Study Start: May 1, 2023
• Primary Completion: February 14, 2025
• Study Completion: February 15, 2025
• Last Updated: January 14, 2026
• Results First Posted: January 14, 2026

Record last verified: 2025-12

Locations

US (1)