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

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT00246792
Recruitment Status : Unknown
Verified November 2005 by University of Toronto.
Recruitment status was:  Recruiting
First Posted : October 31, 2005
Last Update Posted : February 17, 2006
Social Sciences and Humanities Research Council of Canada
Information provided by:
University of Toronto

Brief Summary:
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 or disease Intervention/treatment Phase
Learning Disability Behavioral: Group treatment Phase 2 Phase 3

Detailed Description:


  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).

Study Type : Interventional  (Clinical Trial)
Allocation: Non-Randomized
Intervention Model: Crossover Assignment
Masking: Single
Primary Purpose: Treatment
Official Title: Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities
Study Start Date : September 2004
Estimated Study Completion Date : December 2006

Primary Outcome Measures :
  1. Child Behaviour Checklist (Achenbach, 2001)
  2. Youth Report Form (Achenbach, 2001)
  3. Teacher Report Form (Achenbach, 2001)

Secondary Outcome Measures :
  1. Self-Perception Profile for Children (Harter, 1985)
  2. The Children’s Loneliness Questionnaire (Asher & Wheeler, 1985)
  3. The Self Advocacy Interview for Students (Brunello-Prudencio, 2001)
  4. Qualitative interviews with selected participants

Information from the National Library of Medicine

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Ages Eligible for Study:   10 Years to 15 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes

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

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT00246792

Contact: Faye Mishna, PhD (416) 978-1385
Contact: Barbara Muskat, MSW (416) 486-8055 ext 227

Canada, Ontario
University of Toronto Recruiting
Toronto, Ontario, Canada, M5S 1A1
Contact: Faye Mishna, PhD    (4126) 978-1385   
Contact: Joanne Daciuk    (416) 978-5720   
Sponsors and Collaborators
University of Toronto
Social Sciences and Humanities Research Council of Canada
Principal Investigator: Faye Mishna, PhD University of Toronto Identifier: NCT00246792     History of Changes
Other Study ID Numbers: 14596
First Posted: October 31, 2005    Key Record Dates
Last Update Posted: February 17, 2006
Last Verified: November 2005

Keywords provided by University of Toronto:
School-based intervention
Learning disabilities
ecological intervention

Additional relevant MeSH terms:
Learning Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases
Signs and Symptoms
Neurodevelopmental Disorders
Mental Disorders