Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities - Full Text View

Sponsors and Collaborators:	University of Toronto Social Sciences & Humanities Research Council of Canada (SSHRC) Integra
Information provided by:	University of Toronto
ClinicalTrials.gov Identifier:	NCT00246792

Purpose

Research and intervention programs for students with learning disabilities (LD) typically address child and family characteristics without examining the school context and conditions that affect adjustment. Focusing on the student with LD can highlight the child and family’s deficits. An ecological theoretical framework guides this research project, a collaboration of the University of Toronto, Faculty of Social Work and Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Integra and the Toronto Catholic District School Board. This framework is based on the assumption that people are very much part of and affected by social and environmental settings. Accordingly, it is important not to see the adjustment problems of children with LD as being caused only by their LD. Instead, their academic and social problems are seen as unfolding in larger circumstances that include other children, the classroom, the school, the family and the community. These many factors act together to influence the child with LD and must be taken into account along with individual characteristics of the child.

Condition	Intervention	Phase
Learning Disability	Behavioral: Group treatment	Phase II Phase III

Study Type:	Interventional
Study Design:	Treatment, Non-Randomized, Single Blind, Uncontrolled, Crossover Assignment, Efficacy Study
Official Title:	Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities

Further study details as provided by University of Toronto:

Primary Outcome Measures:

Child Behaviour Checklist (Achenbach, 2001)
Youth Report Form (Achenbach, 2001)
Teacher Report Form (Achenbach, 2001)

Secondary Outcome Measures:

Self-Perception Profile for Children (Harter, 1985)
The Children’s Loneliness Questionnaire (Asher & Wheeler, 1985)
The Self Advocacy Interview for Students (Brunello-Prudencio, 2001)
Qualitative interviews with selected participants

Study Start Date:	September 2004
Estimated Study Completion Date:	December 2006

Detailed Description:

Objectives

Deliver an ecologically informed school-based intervention that addresses individual, social and environmental factors, to improve the adjustment of students with LD
Examine the efficacy of the intervention
Contribute to knowledge of the factors that influence the adjustment of students with LD
Circulate this information to those who live and work with students with LD in order to offer understanding and direction for programs and interventions and to facilitate cross-sector collaboration

The research will utilize both quantitative and qualitative methodologies. 6 schools will be selected. 3 will receive the intervention in year 1 (2004-2005 school year), comprising 1) group treatment, 2) workshops, and 3) consultation. The other 3 schools will be controls in year 1 and receive the intervention in year 2 (2005-2006 school year).

Students in grades 6-8, identified as having LD will be offered the opportunity to participate in the project (with parental consent). This project comprises 3 components:

School-based group treatment for students in grades 6-8 with LD and psychosocial problems. Group treatment will focus on assisting participants to understand the impact of their LD as well as on development of self-advocacy skills.
Workshops on understanding LD for teachers, parents, and students without LD (grades 6-8).

Eligibility

Ages Eligible for Study:	10 Years to 15 Years
Genders Eligible for Study:	Both
Accepts Healthy Volunteers:	Yes

Criteria

Inclusion Criteria:

Grades 6-8 with identified LD
Must demonstrate need for psychosocial intervention based on results on measures

Exclusion Criteria:

Cannot meet criteria for conduct disorder on the Teacher Report Form

Contacts and Locations

Please refer to this study by its ClinicalTrials.gov identifier: NCT00246792

Contacts

Contact: Faye Mishna, PhD	(416) 978-1385	f.mishn@utoronto.ca
Contact: Barbara Muskat, MSW	(416) 486-8055 ext 227	bmuskat@integra.on.ca

Locations

Canada, Ontario
University of Toronto	Recruiting
Toronto, Ontario, Canada, M5S 1A1
Contact: Faye Mishna, PhD (4126) 978-1385 f.mishna@utoronto.ca
Contact: Joanne Daciuk (416) 978-5720 joanne.daciuk@utoronto.ca

Sponsors and Collaborators

University of Toronto

Social Sciences & Humanities Research Council of Canada (SSHRC)

Integra

Investigators

Principal Investigator:

Faye Mishna, PhD

University of Toronto

More Information

No publications provided

Study ID Numbers:	14596
Study First Received:	October 28, 2005
Last Updated:	February 16, 2006
ClinicalTrials.gov Identifier:	NCT00246792 History of Changes
Health Authority:	Canada: Ethics Review Committee

Keywords provided by University of Toronto:

School-based intervention
Learning disabilities
ecological intervention

Study placed in the following topic categories:

Signs and Symptoms
Mental Disorders
Mental Disorders Diagnosed in Childhood
Neurologic Manifestations

Learning Disorders
Neurobehavioral Manifestations
Communication Disorders

Additional relevant MeSH terms:

Signs and Symptoms
Mental Disorders
Mental Disorders Diagnosed in Childhood
Nervous System Diseases

Neurologic Manifestations
Learning Disorders
Neurobehavioral Manifestations
Communication Disorders

ClinicalTrials.gov processed this record on July 02, 2009