Collaborative Consultation for Participation Among Students With IDD
- Conditions
- Mental Retardation and Developmental Disabilities With Organic Condition
- Interventions
- Other: ISOther: Co-PID
- Registration Number
- NCT02797639
- Lead Sponsor
- Ono Academic College
- Brief Summary
Objective: Developing and corroborating the Collaborative Consultation for Participation of Students with Intellectual Disability (Co-PID) program, for enhancing classroom participation among students with moderate Intellectual and Developmental Disability (IDD).
Method: study took place in two special education schools and included students with moderate IDD (n=60) and their teachers (n=11). The settings were randomly assigned to intervention or control group. In the intervention group, Co-PID program was employed; in the control group an In-Service (IS) was employed. Participation was evaluated at pre-test and post-test.
- Detailed Description
The study was conducted in three phases: (a) pre-test; (b) intervention; and (c) post-test
Pre-test. Using the 'Structured Observation of Students' Participation in Class', each student in both groups was observed four times during different lessons (with a 1-week interval between observations) to establish a baseline for level of participation. All pre-test observations were conducted between the 2nd and 3rd months of the school year, by an occupational therapist with 8 years of experience working with children with developmental delays. The observer was trained in using the 'Structured Observation of Students' Participation in Class' and was not blinded to the schools' assignment (Co-PID or IS). During this period the teachers, who were blinded to the school assignment, were asked to teach in a regular manner without changing the content or design of their lessons. Next, the teachers filled out the School Function Assessment questionnaire for each student. Finally, based on the 'Structured Observation of Students' Participation in Class' scores and teachers' familiarity with the students' function, the occupational therapist and each of the participating teachers jointly filled-out the 'Goal Attainment Scaling' form. Each student had three goals, one for each of the participation skills: Communicating, Choosing and Initiating. Post-test. This phase was conducted during the 9th and 10th months of the school year, and was identical to the pre-testing phase in terms of both process and measures used
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 60
- A diagnosis of moderate IDD
- Mobility independence
- No secondary diagnosis of autism, nor sensory disabilities such as blindness or deafness
- Students had been studying at the school for at least one year prior to data collection.
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description In-service IS Three in- service meetings to all homeroom teachers together, in purpose of enhancing participation of students in class Co-PID Co-PID Eight collaborative consultation meetings between occupational therapist to each teacher in purpose of enhancing participation of students in class
- Primary Outcome Measures
Name Time Method Structured Observation of Students' Participation in Class within one month after intervention completion A structured observation for examining participation of students with moderate IDD in the classroom. It includes 25 items that focus on three classroom participation skills: (a) Communicating (listening and expressing; 7 statements); (b) Choosing (8 statements), and (c) Initiating (10 statements). The observer rates the active participation of students during an entire lesson (about 45 minutes), with regards to each of the items, on a scale of 0 (Does not participate) to 4 (Fully participates). In addition, each statement includes a 'Not relevant' option - when the student was not given the opportunity to perform the task.
- Secondary Outcome Measures
Name Time Method Goal Attainment Scaling "through study completion" within one month after intervention completion a method for scoring the extent to which the client's goals are achieved in the course of intervention. Functional goals are determined through a collaborative process between clinician and client or caregiver, prior to intervention. Scoring is based on a scale, where the user breaks-down each goal's performance on a 5-point scale ranging from -2 to 2
School Function Assessment Questionnaire "through study completion" within one month after intervention completion a criterion-referenced, standardized assessment that measures students' performance in functional tasks that support their participation in the school program. The School Function Assessment includes three parts: (a) Participation, (b) Task supports and (c) Activity performance. It is completed by one or more school professionals who are highly familiar with the students being observed.