Online Video Training for Teachers to Improve Reading Skills in Children Using Augmentative and Alternative Communication

NCT06766188 | Enrolling By Invitation

• 2 other identifiers: 689536344349
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to investigate , via a randomized control trial (RCT), the effectiveness of an online video training platform designed for teachers to support the improvement of basic reading skills of children with intellectual disabilities (ID) who require augmentative and alternative communication (AAC). This intervention will include 14 schools and 70 students with ID who require AAC age 6-14 years old. The research question is: 1\) What is the difference between online video training and in-person training on improving word-level readig skills and phonological awareness? The students will work with a reading material, Reading for All, that follow the strategies of Accessible Literacy Learning, developed by Janice Light and David McNaughton. Reading for All is based on the research of Janice Light and David McNaughton. The reading material are adapted for AAC-users and the students can answer with pointing or their AAC-systems. Teachers will implement the instructions at the students familiar place at school for three to five days, each week, for a year. The reading material consist of tasks in sound blending, letter-sound correspondence, phoneme segmentation, sight words, shared reading and decoding. The teachers will use evidence based, systematic and explicit instructions and immediate and corrective feedback

Conditions

Autism; Intellectual Disabilities

Keywords

intellectual disabilities; AAC; Shared reading; reading intervention; Sound blending; letter-sound correspondence; Phoneme segmentation; Decoding; sight words; education; online video training

Outcome Measures

Primary Outcomes (1)

• Early reading skills outcome

  Primary outcome will be assessed six times every two months over one year. * Sound blending \[score ranging from 0 to 15\] involves testing the student's ability to combine individual sounds into words. * Letter-sound correspondence \[score ranging from 0 to 25\] involves testing the students' ability to correspond between the sounds of speech (phonemes) and the written letters representing speech (graphemes). * Phoneme segmentation \[score ranging from 0 to 20\] tests students' ability to segment the first phoneme of the word (e.g., s for sun).

  From intervention start to the end of intervention at twelve months

Secondary Outcomes (2)

• Reading outcome

  From intervention start to the end of intervention at twelve months

• Vocabulary

  From intervention start to the end of intervention at twelve months

Study Arms (2)

Video training for teachers

ACTIVE COMPARATOR

It is 14 schools and they will be randomized into two groups. The teachers at seven schools will receive video training on how to carry out the reading intervention.

Other: Online Video training for Teachers based on Reading for all

In-person mentoring for teachers

EXPERIMENTAL

It is 14 schools and they will be randomized into two groups. The teachers at seven schools will receive in-person training on how to carry out the reading intervention

Other: Online Video training for Teachers based on Reading for all

Interventions

Online Video training for Teachers based on Reading for all OTHER

Reading intervention over a year for students with intellectual disabilities who use AAC. This study included teachers from 14 different schools and 8 municipalities and their students. It is two arms in the intervention, with approximately 7 schools and their teachers in "video training for teachers" and "in person mentoring for teachers". The schools are randomized into these two groups, but in both groups, they will carry out the same intervention. The students in both groups will work explicitly and systematically with the reading material "Reading for all", which is based on the research of, among others, Janice Light and David McNaughton, and their reading program "Accessible Literacy Learning (ALL)".

In-person mentoring for teachers; Video training for teachers

Eligibility Criteria

• Age: 6 Years - 14 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• ages 6-14 years,
• diagnosed with intellectual disability, confirmed by multidisciplinary assessments carried out by the Child rehabilitation service,
• not have a functional speech, i.e. require AAC to understand and make oneself understood,
• must use AAC as their primary form of communication,
• cannot follow ordinary curricula (LK20) but have their own education plan.

You may not qualify if:

• having a severe visual impairment and not being able to decode single words (e.g., severe hearing impairment).

Sponsors & Collaborators

• Ostfold University College: lead
• University of South-Eastern Norway: collaborator
• Federal University of São Paulo: collaborator

Study Sites (1)

Østfold University College

Halden, 1757, Norway

Location

Related Publications (2)

• Ulriksen LB, Bilet-Mossige M, Cogo-Moreira H, Oien R, Nordahl-Hansen A. Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance. Res Dev Disabil. 2024 Aug;151:104790. doi: 10.1016/j.ridd.2024.104790. Epub 2024 Jun 26.

  PMID: 38935986 BACKGROUND

• 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 BACKGROUND

MeSH Terms

Conditions

Autistic Disorder; Intellectual Disability

Interventions

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Condition Hierarchy (Ancestors)

Autism Spectrum Disorder; Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Intervention Hierarchy (Ancestors)

raf Kinases; MAP Kinase Kinase Kinases; Protein Serine-Threonine Kinases; Protein Kinases; Phosphotransferases (Alcohol Group Acceptor); Phosphotransferases; Transferases; Enzymes; Enzymes and Coenzymes; Intracellular Signaling Peptides and Proteins; Proteins; Amino Acids, Peptides, and Proteins; Proto-Oncogene Proteins; Oncogene Proteins; Neoplasm Proteins

Study Officials

• Hugo Cogo Moreira, Professor

  Ostfold University College

  PRINCIPAL INVESTIGATOR

Study Design

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

Model Details: Randomized controlled trial

Study Record Dates

• First Submitted: November 29, 2024
• First Posted: January 9, 2025
• Study Start: November 25, 2024
• Primary Completion: March 17, 2025
• Study Completion: March 18, 2026
• Last Updated: February 19, 2025

Record last verified: 2025-02

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ANALYTIC CODE
• Time Frame: Study protocol: January 2025- August 2027 Statistical analysis Plan: May 2026- August 2027 Analytic Code: June 2026- August 2027

Locations

NO (1)