search
Back to results

Neurobiology and Treatment of Reading Disability in NF-1

Primary Purpose

Neurofibromatosis Type 1, Reading Disabilities

Status
Completed
Phase
Not Applicable
Locations
United States
Study Type
Interventional
Intervention
Tutoring Program I
Tutoring Program II
Sponsored by
Vanderbilt University
About
Eligibility
Locations
Arms
Outcomes
Full info

About this trial

This is an interventional treatment trial for Neurofibromatosis Type 1 focused on measuring neurofibromatosis type 1, reading disabilities, NF-1, learning disabilities, tutoring intervention

Eligibility Criteria

8 Years - 17 Years (Child)All SexesAccepts Healthy Volunteers

Inclusion Criteria:

This study will be open to all individuals, ages 8 to 17 years, who meet eligibility criteria regardless of race, gender, or socioeconomic status.

  • The Reading Disabilities group (including those with NF-1) is defined by scoring equal to or less than the 25th percentile on measures of basic word reading skills.
  • The Control group (including those with NF1) is defined by scoring equal to or above the 40th percentile on the average of the Letter Word Identification and Word Attack subtests from the WJ-III.

Exclusion Criteria:

Any child, regardless of which group he/she is recruited for, will be excluded if he/she meets any of the following criteria (determined during phone screening, medical review, and during testing):

  • is in foster care;
  • previous diagnosis of mental retardation;
  • known uncorrectable visual impairment;
  • history of known neurological disorder (e.g., epilepsy, spina bifida, cerebral palsy, traumatic brain injury);
  • documented hearing impairment greater than 25 dB loss in either ear;
  • medical contraindication to MRI procedures, if participating in MRI (including exposure to metal and pregnancy);
  • individuals known to have an IQ below 70;
  • history or presence of a pervasive developmental disorder;
  • during the DICA-IV parents indicate the presence of any severe psychiatric diagnoses or pervasive developmental disorder.

Sites / Locations

  • Vanderbilt University, Vanderbilt University Institute of Imaging Science

Arms of the Study

Arm 1

Arm 2

Arm 3

Arm 4

Arm 5

Arm 6

Arm Type

Experimental

Experimental

No Intervention

Experimental

Experimental

No Intervention

Arm Label

NF-Tutoring Program 1

NF-Tutoring Program 2

Typically Developing Readers

IRD-Tutoring Program 1

IRD-Tutoring Program 2

Waitlist Control

Arm Description

Tutoring Program I

Tutoring Program II

Control group

Tutoring Program I

Tutoring Program II

Intervention Control Group (RD)

Outcomes

Primary Outcome Measures

Change From Baseline in WJ-III Basic Reading Normative Update (Woodcock Johnson Psychoeducational Battery - 3rd Edition; WJ-III NU) Standard Score at 15 Hours
This metric measures change in reading abilities, including word recognition and decoding, as assessed by standard educational assessments (Woodcock Johnson Psychoeducational Battery - 3rd Edition Normative Update; WJ-III NU). The scores are reported as change in age-normed standard scores (a change of 15 standard score points would represent a change of 1 standard deviation in the general population).The Basic Reading score is a normed composite of the WJ-III subtests Letter-Word Identification and Word Attack, representing word-level reading skill.

Secondary Outcome Measures

Neuroimaging Data
Neuroimaging data consists of functional MRI and structural MRI measures.

Full Information

First Posted
February 25, 2008
Last Updated
April 26, 2023
Sponsor
Vanderbilt University
Collaborators
National Institute of Neurological Disorders and Stroke (NINDS)
search

1. Study Identification

Unique Protocol Identification Number
NCT00624234
Brief Title
Neurobiology and Treatment of Reading Disability in NF-1
Official Title
Neurobiology and Treatment of Reading Disability in Neurofibromatosis Type 1 (NF-1)
Study Type
Interventional

2. Study Status

Record Verification Date
April 2023
Overall Recruitment Status
Completed
Study Start Date
February 2006 (Actual)
Primary Completion Date
March 2013 (Actual)
Study Completion Date
January 2017 (Actual)

3. Sponsor/Collaborators

Responsible Party, by Official Title
Principal Investigator
Name of the Sponsor
Vanderbilt University
Collaborators
National Institute of Neurological Disorders and Stroke (NINDS)

4. Oversight

Data Monitoring Committee
No

5. Study Description

Brief Summary
The goal of this trial is to determine if children with neurofibromatosis type 1 who have reading disabilities respond the same way-both behaviorally and neurobiologically-to specialized treatment programs as children with idiopathic reading disabilities do, and to determine which intervention is best for particular learner profiles.
Detailed Description
The most common concern of parents of children with neurofibromatosis type 1 (NF-1) is learning disabilities (LD). Approximately one half of all children with NF-1 have LD-the most debilitating and common of which are reading disabilities. The purpose of this study is to determine if children with NF-1 who have reading disabilities respond the same way-both behaviorally and neurobiologically-to specialized treatment programs known to improve the decoding deficits in children with idiopathic reading disabilities. The trial will also determine which intervention is best for particular learner profiles. The overall purpose of this research is to gain a deeper understanding of the characteristics and treatment of reading disabilities in NF-1. In the trial, researchers will compare children with NF-1 who show weaknesses in reading to children with reading disabilities of no known cause (idiopathic) using two different interventions and behavioral and neurobiological measures. Both interventions focus on teaching sound-symbol relationships, but vary in terms of relative emphasis on verbal versus visual methods of teaching. Scientists hope findings from the trial will advance knowledge about the best therapies for LD in children with NF-1. And, by further refining how children with NF-1 who have reading disabilities are similar (or different) to children with idiopathic reading disabilities, the researchers may be able to learn if reading interventions that address areas other than decoding will also benefit children with NF-1. Also, by understanding the similarities and/or differences in the neuropsychological and neurobiological profiles of children with NF-1 who have reading disabilities, and those without, scientists will be able to refine the cognitive phenotype and neurobiological characteristics of NF-1, which will further understanding of central nervous system abnormalities in NF-1.

6. Conditions and Keywords

Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Neurofibromatosis Type 1, Reading Disabilities
Keywords
neurofibromatosis type 1, reading disabilities, NF-1, learning disabilities, tutoring intervention

7. Study Design

Primary Purpose
Treatment
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Masking
Participant
Allocation
Randomized
Enrollment
184 (Actual)

8. Arms, Groups, and Interventions

Arm Title
NF-Tutoring Program 1
Arm Type
Experimental
Arm Description
Tutoring Program I
Arm Title
NF-Tutoring Program 2
Arm Type
Experimental
Arm Description
Tutoring Program II
Arm Title
Typically Developing Readers
Arm Type
No Intervention
Arm Description
Control group
Arm Title
IRD-Tutoring Program 1
Arm Type
Experimental
Arm Description
Tutoring Program I
Arm Title
IRD-Tutoring Program 2
Arm Type
Experimental
Arm Description
Tutoring Program II
Arm Title
Waitlist Control
Arm Type
No Intervention
Arm Description
Intervention Control Group (RD)
Intervention Type
Behavioral
Intervention Name(s)
Tutoring Program I
Intervention Description
Tutoring Program I is a structured multi-sensory program that is designed to gradually present the range of sounds and letters with focus on accuracy of phonological concepts and application of those concepts in phrases and sentences. The instruction uses a sequenced defined lesson plan with accuracy and automaticity criteria for skill progression. A range of manipulative and kinesthetic activities is outlined to maintain learner engagement in the intensive intervention design.
Intervention Type
Behavioral
Intervention Name(s)
Tutoring Program II
Intervention Description
Tutoring Program II is designed to teach visual and speech elements of reading separately at first, and then bring them together for maximum efficiency. The program uses the idea of teaching concepts about the structure of words. For example, students transfer the rules they have learned about one vowel or structure to another without specific instructions on the new one. Tutoring Program II incorporates pictures and activities to help remember strategies for increasing basic reading skills. Speed drills are also used for development of decoding automaticity.
Primary Outcome Measure Information:
Title
Change From Baseline in WJ-III Basic Reading Normative Update (Woodcock Johnson Psychoeducational Battery - 3rd Edition; WJ-III NU) Standard Score at 15 Hours
Description
This metric measures change in reading abilities, including word recognition and decoding, as assessed by standard educational assessments (Woodcock Johnson Psychoeducational Battery - 3rd Edition Normative Update; WJ-III NU). The scores are reported as change in age-normed standard scores (a change of 15 standard score points would represent a change of 1 standard deviation in the general population).The Basic Reading score is a normed composite of the WJ-III subtests Letter-Word Identification and Word Attack, representing word-level reading skill.
Time Frame
0 and 15 hours
Secondary Outcome Measure Information:
Title
Neuroimaging Data
Description
Neuroimaging data consists of functional MRI and structural MRI measures.
Time Frame
Collected before and after intervention

10. Eligibility

Sex
All
Minimum Age & Unit of Time
8 Years
Maximum Age & Unit of Time
17 Years
Accepts Healthy Volunteers
Accepts Healthy Volunteers
Eligibility Criteria
Inclusion Criteria: This study will be open to all individuals, ages 8 to 17 years, who meet eligibility criteria regardless of race, gender, or socioeconomic status. The Reading Disabilities group (including those with NF-1) is defined by scoring equal to or less than the 25th percentile on measures of basic word reading skills. The Control group (including those with NF1) is defined by scoring equal to or above the 40th percentile on the average of the Letter Word Identification and Word Attack subtests from the WJ-III. Exclusion Criteria: Any child, regardless of which group he/she is recruited for, will be excluded if he/she meets any of the following criteria (determined during phone screening, medical review, and during testing): is in foster care; previous diagnosis of mental retardation; known uncorrectable visual impairment; history of known neurological disorder (e.g., epilepsy, spina bifida, cerebral palsy, traumatic brain injury); documented hearing impairment greater than 25 dB loss in either ear; medical contraindication to MRI procedures, if participating in MRI (including exposure to metal and pregnancy); individuals known to have an IQ below 70; history or presence of a pervasive developmental disorder; during the DICA-IV parents indicate the presence of any severe psychiatric diagnoses or pervasive developmental disorder.
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Laurie E. Cutting, Ph.D.
Organizational Affiliation
Vanderbilt University Special Education Department
Official's Role
Principal Investigator
First Name & Middle Initial & Last Name & Degree
Martha Bridge Denckla, M.D.
Organizational Affiliation
Kennedy Krieger Institute, Johns Hopkins University, Johns Hopkins University School of Medicine
Official's Role
Principal Investigator
First Name & Middle Initial & Last Name & Degree
Sheryl L. Rimrodt, M.D.
Organizational Affiliation
Vanderbilt University Pediatrics Department
Official's Role
Principal Investigator
First Name & Middle Initial & Last Name & Degree
John Gore, Ph.D.
Organizational Affiliation
Vanderbilt University
Official's Role
Principal Investigator
Facility Information:
Facility Name
Vanderbilt University, Vanderbilt University Institute of Imaging Science
City
Nashville
State/Province
Tennessee
ZIP/Postal Code
37232-2310
Country
United States

12. IPD Sharing Statement

Plan to Share IPD
Yes
IPD Sharing Plan Description
De-identified behavioral data (Woodcock Johnson-III NU scores) may be shared with other researchers upon request. De-identified T1 structural neuroimaging scans will be shared with other researchers through a neuroimaging data warehouse or consortium.
Links:
URL
https://ebrl.vkcsites.org/
Description
Additional study information

Learn more about this trial

Neurobiology and Treatment of Reading Disability in NF-1

We'll reach out to this number within 24 hrs