Inter Disciplinary Approach to Vocabulary Development in Hearing Impairment

NCT ID: NCT04962828

Last Updated: 2021-07-15

Basic Information

• Recruitment Status: UNKNOWN
• Clinical Phase: NA
• Total Enrollment: 20 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-05-24
• Study Completion Date: 2021-07-26

Brief Summary

The research aims to address to address the role of interdisciplinary working between professionals in the field of speech and language pathology/therapy. There is considerable evidence to state that when professionals work in collaboration with each other on particular goals that the outcomes are more favorable, functional and beneficial for the child.

Detailed Description

The aim of the current research is to devise a joint interventional program between the speech and language pathologist and teachers in order to support their comprehension and expression of functional vocabulary. This study was devised as there is a gap in collaborative working by professionals in Pakistan. Often therapy is provided through a medical model of taking the child outside the class for one to one sessions. There is lack of lack of collaborative goal planning. This is particularly true for children who are in hearing impairment centres.

In Pakistan, the prevalence of all hearing loss in rural Pakistan has been estimated to be 7.9%, in a general population setting. The high prevalence rates are a source of concern. The impact of hearing impairment manifests itself in many ways. As is evident from the studies carried out on the impact of hearing impairment on vocabulary skills and speech-language and communication difficulties in general of children and adolescents, that these difficulties if not identified in a timely manner will affect later schooling and educational attainment. Vocabulary knowledge is a key predictor of reading comprehension, which is essential for academic progress.

In the field of early intervention and early childhood special education caregiver involvement has been documented as important. Speech, language and communication needs (SLCN) are prevalent among primary school-aged children. Collaboration between speech and language therapists (SLTs) and teachers is beneficial for supporting children's communication skills. Findings from an Australian study suggests that change to service delivery needs to be considered at an individual, interpersonal and organizational level to enable better outcomes for children with SLCN and increased support for their families and the professionals who work with them.

Hence, timely identification and management plays a pivotal role. It is critical that therapy is provided in a manner as to generalize learnt skills. Research described speech therapy services as largely happening outside of the classroom such as removing individuals or small groups from the classroom for intervention sessions ('pull out') or that involve the speech-language pathologist indirectly affecting the child's educational program by providing modeling or coaching to relevant educators in the use of strategies to promote specific skills ('consultation').

There is no denying that collaborative working is essential. A study comparing improvement on a specific study measure designed on selected vocabulary in 12 classrooms with 3 conditions: (1) Pull-out - 50-minute group or one to one sessions for twelve weeks. (2) Classroom-based - Weekly 40-minute lessons for 12 weeks (3) Collaborative - Weekly 40-minute SLP-teacher planned and team taught lessons for 12 weeks. The results suggested evidence for the benefits of collaborative working such as the ability to discuss, design and plan between the teacher and SLP, resulting in greater outcomes and facilitating generalization of the activities in students who require it the most. The study sheds light on the need for such collaboration and provides evidence sums for further research to address similar outcomes in Pakistan.

Conditions

Hearing Impaired Children

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: DOUBLE

Study Groups

Collaboration group

This group of children will have targets and vocabulary that has been designed collaboratively and then the therapist and teacher both reinforce the vocabulary during the week

Group Type: EXPERIMENTAL

Vocabulary based intervention - Collaborative

Intervention Type: OTHER

List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks With SLP and to be reinforced by teachers in class over the week

Non-collaborative group

This group of children will have targets and vocabulary that has been designed collaboratively but they will only be practiced with the therapist during the week

Group Type: ACTIVE_COMPARATOR

Vocabulary based intervention- Non Collaborative

Intervention Type: OTHER

List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks Only with SLP

Interventions

Vocabulary based intervention- Non Collaborative

List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks Only with SLP

Intervention Type: OTHER

Vocabulary based intervention - Collaborative

List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks With SLP and to be reinforced by teachers in class over the week

Intervention Type: OTHER

Other Intervention Names

Language Intervention; Language Intervention for Hearing Impairment; Total Communication; Language Therapy; Inter-disciplinary working

Eligibility Criteria

Inclusion Criteria

• Hearing impaired children from 6 to 11 years of age who have severe unilateral or bilateral hearing loss from birth and for whom Urdu has their first language. There hearing age is at least one year. Their parents were not hearing impaired. Children used hearing aids. Unilateral & bilateral hearing impaired children were equally distributed.

Exclusion Criteria

• Children who did not present with HI as their main diagnosis or may have other co-morbid conditions.

• Minimum Eligible Age: 6 Years
• Maximum Eligible Age: 11 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

Riphah International University

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Ayesha Butt, PhD

Role: PRINCIPAL_INVESTIGATOR

Riphah International University

Locations

Aghosh Special Children's School

Kharian, Punjab Province, Pakistan

Site Status: RECRUITING

Countries

Pakistan

Central Contacts

Waqar Amjad, PhD

Role: CONTACT

waqar.ahmad@riphah.edu.pk

03335348846

References

Mathers C, Smith A, Concha M. Global Burden Of Hearing Loss In The Year 2000. Global Burden Of Disease. 2000;18(4):1-30.

Reference Type: BACKGROUND

McGregor KK, Oleson J, Bahnsen A, Duff D. Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. Int J Lang Commun Disord. 2013 May-Jun;48(3):307-19. doi: 10.1111/1460-6984.12008. Epub 2013 Feb 25.

Reference Type: BACKGROUND

PMID: 23650887 (View on PubMed)

Suleman S, Mcfarlane La, Pollock K, Schneider P, Leroy C, Skoczylas M. Collaboration: More Than

Reference Type: BACKGROUND

Ebbels SH, McCartney E, Slonims V, Dockrell JE, Norbury CF. Evidence-based pathways to intervention for children with language disorders. Int J Lang Commun Disord. 2019 Jan;54(1):3-19. doi: 10.1111/1460-6984.12387. Epub 2018 Apr 25.

Reference Type: BACKGROUND

PMID: 29696726 (View on PubMed)

Wilson L, McneillBc, Gillon Gt. Understanding The Effectiveness Of Student Speech-Language Pathologists And Student Teachers Co-Working During Inter-Professional School Placements. Child Language Teaching And Therapy. 2019 Jun;35(2):125-43.( 7)

Reference Type: BACKGROUND

Lowe H, Henry L, Joffe VL. The Effectiveness of Classroom Vocabulary Intervention for Adolescents With Language Disorder. J Speech Lang Hear Res. 2019 Aug 15;62(8):2829-2846. doi: 10.1044/2019_JSLHR-L-18-0337. Epub 2019 Jul 24.

Reference Type: BACKGROUND

PMID: 31339808 (View on PubMed)

Glover A, Mccormack J, Smith-Tamaray M. Collaboration Between Teachers And Speech And Language Therapists: Services For Primary School Children With Speech, Language And Communication Needs. Child Language Teaching And Therapy. 2015 Oct;31(3):363-82.

Reference Type: BACKGROUND

Murray E, McCabe P, Ballard KJ. A comparison of two treatments for childhood apraxia of speech: methods and treatment protocol for a parallel group randomised control trial. BMC Pediatr. 2012 Aug 3;12:112. doi: 10.1186/1471-2431-12-112.

Reference Type: BACKGROUND

PMID: 22863021 (View on PubMed)

Spencer TD, Petersen DB, Adams JL. Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. Am J Speech Lang Pathol. 2015 Nov;24(4):619-36. doi: 10.1044/2015_AJSLP-14-0101.

Reference Type: BACKGROUND

PMID: 26125951 (View on PubMed)

Thomas DC, McCabe P, Ballard KJ. Combined clinician-parent delivery of rapid syllable transition (ReST) treatment for childhood apraxia of speech. Int J Speech Lang Pathol. 2018 Dec;20(7):683-698. doi: 10.1080/17549507.2017.1316423. Epub 2017 Apr 26.

Reference Type: BACKGROUND

PMID: 28443686 (View on PubMed)

Other Identifiers

REC/00973

Identifier Type: -

Identifier Source: org_study_id