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

The recruitment status of this study is unknown because the information has not been verified recently.
Verified November 2005 by University of Toronto.
Recruitment status was  Recruiting
Sponsor:
Collaborators:
Social Sciences & Humanities Research Council of Canada (SSHRC)
Integra
Information provided by:
University of Toronto
ClinicalTrials.gov Identifier:
NCT00246792
First received: October 28, 2005
Last updated: February 16, 2006
Last verified: November 2005

October 28, 2005
February 16, 2006
September 2004
Not Provided
  • Child Behaviour Checklist (Achenbach, 2001)
  • Youth Report Form (Achenbach, 2001)
  • Teacher Report Form (Achenbach, 2001)
Child behaviour checklist
Complete list of historical versions of study NCT00246792 on ClinicalTrials.gov Archive Site
  • 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
Use report form
Not Provided
Not Provided
 
Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities
Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities

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.

Objectives

  1. Deliver an ecologically informed school-based intervention that addresses individual, social and environmental factors, to improve the adjustment of students with LD
  2. Examine the efficacy of the intervention
  3. Contribute to knowledge of the factors that influence the adjustment of students with LD
  4. 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:

  1. 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.
  2. Workshops on understanding LD for teachers, parents, and students without LD (grades 6-8).
Interventional
Phase 2
Phase 3
Allocation: Non-Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Crossover Assignment
Masking: Single Blind
Primary Purpose: Treatment
Learning Disability
Behavioral: Group treatment
Not Provided
Not Provided

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Recruiting
Not Provided
December 2006
Not Provided

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
Both
10 Years to 15 Years
Yes
Contact: Faye Mishna, PhD (416) 978-1385 f.mishn@utoronto.ca
Contact: Barbara Muskat, MSW (416) 486-8055 ext 227 bmuskat@integra.on.ca
Canada
 
NCT00246792
14596
Not Provided
Not Provided
University of Toronto
  • Social Sciences & Humanities Research Council of Canada (SSHRC)
  • Integra
Principal Investigator: Faye Mishna, PhD University of Toronto
University of Toronto
November 2005

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP