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