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

Обзор

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

Подробное описание

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).

Вмешательства

• Другое 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 expli

Первичные конечные точки

• Early reading skills outcome [Срок оценки: From intervention start to the end of intervention at twelve months]

Вторичные конечные точки (2)

• Reading outcome [Срок оценки: From intervention start to the end of intervention at twelve months]
• Vocabulary [Срок оценки: From intervention start to the end of intervention at twelve months]

Критерии участия

Критерии включения

• 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.

Критерии исключения

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

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Нет

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Простое слепое

Основная цель

Лечение

Центры проведения

Норвегия · 1 центр

• Østfold University College — Halden

Публикации

• 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. PMID 38935986
• 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. PMID 37370125
• Bilet-Mossige M, Ulriksen LB, Larsen K, Nordahl-Hansen A, Cogo-Moreira H. A cluster-RCT deploying online video teacher training to improve reading skills in students with intellectual disabilities using augmentative and alternative communication: A study protocol. Res Dev Disabil. 2026 Mar;170:105250. doi: 10.1016/j.ridd.2026.105250. Epub 2026 Feb 10. PMID 41671743

Идентификаторы

NCT: NCT06766188 · 689536 · 344349

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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