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

NCT ID: NCT06766188

Last Updated: 2025-02-19

Basic Information

• Recruitment Status: ENROLLING_BY_INVITATION
• Clinical Phase: NA
• Total Enrollment: 70 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-11-25
• Study Completion Date: 2026-03-18

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

Detailed Description

Children with disabilities who require AAC may experiance challenges in various areas development, including communication skills, speech, language, cognitive and conceptual development, literacy, social participation, access to education, and overall quality of lifte. Acquiring reading skills may lead to higher levels of communication. Students who require AAC may be more dependent on others to provide and teach symbols to represent their language. Acquireing reading skills, may incrace the possibility to independently express themselves, and increace their access to for example text based communication devices.

There is a laci of evidence-based reading material adapted for students with ID who require AAC.

Primary outcomes will be assessed six times every two months over one year. The reading test are based on the reading material, which will be validated before the beginning of the trial.

Secondary outcome: four-time points (baseline, fourth, eighth, and twelfth month).

Conditions

Autism; Intellectual Disabilities

Study Design

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

Study Groups

Video training for teachers

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.

Group Type: ACTIVE_COMPARATOR

Online Video training for Teachers based on Reading for all

Intervention Type: 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

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

Group Type: EXPERIMENTAL

Online Video training for Teachers based on Reading for all

Intervention Type: 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)".

Interventions

Online Video training for Teachers based on Reading for all

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)".

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• 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.

Exclusion Criteria

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

• Minimum Eligible Age: 6 Years
• Maximum Eligible Age: 14 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

University of South-Eastern Norway

OTHER

Sponsor Role: collaborator

Federal University of São Paulo

OTHER

Sponsor Role: collaborator

Ostfold University College

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Hugo Cogo Moreira, Professor

Role: PRINCIPAL_INVESTIGATOR

Ostfold University College

Locations

Østfold University College

Halden, , Norway

Countries

Norway

References

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.

Reference Type: BACKGROUND

PMID: 38935986 (View on PubMed)

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.

Reference Type: BACKGROUND

PMID: 37370125 (View on PubMed)

Other Identifiers

344349

Identifier Type: OTHER_GRANT

Identifier Source: secondary_id

689536

Identifier Type: -

Identifier Source: org_study_id