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

Primary Purpose

Intellectual Disabilities

Status
Active
Phase
Not Applicable
Locations
Norway
Study Type
Interventional
Intervention
Reading intervention
Sponsored by
Ostfold University College
About
Eligibility
Locations
Arms
Outcomes
Full info

About this trial

This is an interventional treatment trial for Intellectual Disabilities focused on measuring Intellectual disabilities, AAC, Reading intervention, Sound blending, Letter-sound correspondence, Phoneme segmentation, Shared reading, Sight words, Decoding

Eligibility Criteria

6 Years - 14 Years (Child)All SexesAccepts Healthy Volunteers

Inclusion Criteria: 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. Exclusion Criteria: 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

Sites / Locations

  • Østfold University College
  • University of South-Eastern Norway

Arms of the Study

Arm 1

Arm Type

Experimental

Arm Label

Reading Intervention

Arm Description

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.

Outcomes

Primary Outcome Measures

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.
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".
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".

Secondary Outcome Measures

Sight-words change
Tests the students ability to recognize words they have learned by sight.
Decoding change
Tests the students ability to convert the printed code (letters) of traditional ortography into words in order to derive meaning.

Full Information

First Posted
January 10, 2023
Last Updated
June 13, 2023
Sponsor
Ostfold University College
Collaborators
University of South-Eastern Norway, The Research Council of Norway
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1. Study Identification

Unique Protocol Identification Number
NCT05709405
Brief Title
Reading Intervention for Children With Intellectual Disabilities Who Require Augmentative and Alternative Communication
Official Title
Reading Instruction for Children With Intellectual Disabilites Who Require Augmentative and Alternative Communication: a Multiple Random Baselines Design
Study Type
Interventional

2. Study Status

Record Verification Date
June 2023
Overall Recruitment Status
Active, not recruiting
Study Start Date
September 1, 2022 (Actual)
Primary Completion Date
October 15, 2024 (Anticipated)
Study Completion Date
December 18, 2024 (Anticipated)

3. Sponsor/Collaborators

Responsible Party, by Official Title
Sponsor
Name of the Sponsor
Ostfold University College
Collaborators
University of South-Eastern Norway, The Research Council of Norway

4. Oversight

Studies a U.S. FDA-regulated Drug Product
No
Studies a U.S. FDA-regulated Device Product
No
Data Monitoring Committee
No

5. Study Description

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: 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? 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? 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? 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? 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? 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? The participants (age 6-14) will receive daily instruction in a reading material that follows all the strategies of Accessible Literacy Learning, developed by Janice Light and David McNaughton. It is the teachers who will carry out the teaching in the students fixed and familiar place at school. The reading material consist of tasks in sound blending, letter-sound correspondence, phoneme segmentation, sight words and decoding. The reading material will use explicit instruction, distributed and cumulative practice, and immediate and corrective feedback. The intervention will take place for a total of 18 months.
Detailed Description
The acquisition of reading skills is a critical need for all individuals and allow fuller participations in education and employment and gives access to personal expression, social media and enjoyable leisure pursuits. Individuals with intellectual disabilities who require augmentative and alternative communication (AAC) often face challenges in that they are met with too low expectations and low ambitions. There is also a lack of evidence-based reading programs and reading materials adapted for individuals who require AAC. This study will conduct a reading intervention for children with intellectual disabilities who require augmentative and alternative communication (AAC). Through the reading intervention, students will work with components such as sound blending, letter-sound correspondence, phoneme segmentation, sight words, shared reading and decoding. It will be used components of effective evidence-based literacy intervention such as explicit instruction, distributed and cumulative practice, and immediate and corrective feedback. All the instructional activities have been adapted, oral/spoken responses are not required, and the students can use alternative methods, such as signs, pointing at symbols or pointing with their eyes. The aim of this study is to conduct a reading intervention for 40 children with intellectual disabilities who require augmentative and alternative communication (AAC) to see if the students can acquire functional reading skills. Even simple reading skills can contribute to major changes in the individual's quality of life and to a greater independence in communication with the environment.

6. Conditions and Keywords

Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Intellectual Disabilities
Keywords
Intellectual disabilities, AAC, Reading intervention, Sound blending, Letter-sound correspondence, Phoneme segmentation, Shared reading, Sight words, Decoding

7. Study Design

Primary Purpose
Treatment
Study Phase
Not Applicable
Interventional Study Model
Single Group Assignment
Model Description
Multiple random baseline design
Masking
None (Open Label)
Allocation
N/A
Enrollment
40 (Anticipated)

8. Arms, Groups, and Interventions

Arm Title
Reading Intervention
Arm Type
Experimental
Arm Description
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.
Intervention Type
Other
Intervention Name(s)
Reading intervention
Intervention Description
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
Primary Outcome Measure Information:
Title
Sound-blending trajectory change
Description
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.
Time Frame
Every month, for 18 months
Title
Letter-sound correspondence trajectory change
Description
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".
Time Frame
Every month, for 18 months
Title
Phoneme segmentation trajectory change
Description
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".
Time Frame
Every month, for 18 months
Secondary Outcome Measure Information:
Title
Sight-words change
Description
Tests the students ability to recognize words they have learned by sight.
Time Frame
Three time points before, during, and after intervention (months 1, 12 and 18)
Title
Decoding change
Description
Tests the students ability to convert the printed code (letters) of traditional ortography into words in order to derive meaning.
Time Frame
Three time points before, during and after intervention (months 1, 12 and 18)

10. Eligibility

Sex
All
Minimum Age & Unit of Time
6 Years
Maximum Age & Unit of Time
14 Years
Accepts Healthy Volunteers
Accepts Healthy Volunteers
Eligibility Criteria
Inclusion Criteria: 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. Exclusion Criteria: 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
Overall Study Officials:
First Name & Middle Initial & Last Name & Degree
Kenneth Larsen, Phd
Organizational Affiliation
University of South-Eastern Norway
Official's Role
Study Director
Facility Information:
Facility Name
Østfold University College
City
Halden
State/Province
BRA Veien
ZIP/Postal Code
1757
Country
Norway
Facility Name
University of South-Eastern Norway
City
Borre
State/Province
Vestfold
ZIP/Postal Code
3199
Country
Norway

12. IPD Sharing Statement

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

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