Efficacy of AAC for Functional Communication

Not Applicable

Completed

• Conditions: Down Syndrome; Cerebral Palsy; Learning Disabilities
• Interventions: Other: Rhymes; Other: Individual Items in Rhymes; Other: Objects

• Registration Number: NCT04583332
• Lead Sponsor: Riphah International University

Brief Summary

There is a considerable number children who are unable to speak, and our currently not being provided with any AAC options in their therapeutic facilities. The study aims to identify the current practice being employed with these children and then provide an AAC intervention for choice making with in group activities in the existing system, where the child is enrolled. Currently there is no indigenous evidence of AAC being employed effectively with these children. A pre- assessment will be carried out to establish the level of communication of the children. Intervention will be provided in a group for 6 weeks, three days a week, as these children already attend these groups.

Detailed Description

The study is a novel approach to intervention in Pakistan. There are currently no such studies conducted on intervention using AAC use in Pakistan. The objective of the the study are as follows

1. To compare establish current practices with AAC for choice making in group activities.

2. To determine the frequency of choice making in structured group activities.

Hypothesis:

Null Hypothesis:

The use of augmentative alternative communication does not increase functional communication in group activities.

Alternative Hypothesis:

The use of augmentative alternative communication increases functional communication in group activities.

Study Setting: Step to Learn School

Assessment: An assessment will be carried out using the online Communication Matrix to establish baseline communication skills of all the children. The children will also be assessed informally for their current means of communication in existing group activity at baseline, mid level (3 weeks) and at the end of the study (6 weeks).

Intervention: Intervention will (3 days a week for 6 weeks) be provided through objects, picture cards placed on a choice board. The choice will be given for Rhymes, Individual Rhymes \& Sensory objects. Auditory, visual and tactile prompts will be provided.

Study Timeline

• Study Start: 2020-01-01
• Study First Submitted: 2020-10-06
• Study First Submitted QC: 2020-10-09
• Study First Posted: 2020-10-12
• Primary Completion: 2020-12-15
• Study Completion: 2020-12-15
• Status Verified: 2021-03
• Last Update Submitted: 2021-03-30
• Last Update Posted: 2021-04-02

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 12

Inclusion Criteria

• Children with special needs
• Children not currently using any AAC

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Exclusion Criteria

• Children with any co-morbid conditions.

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: SINGLE_GROUP

Arm && Interventions

Group	Intervention	Description
Rhymes, Individual Items in Rhymes, Objects	Rhymes	Existing method Post intervention
Rhymes, Individual Items in Rhymes, Objects	Objects	Existing method Post intervention
Rhymes, Individual Items in Rhymes, Objects	Individual Items in Rhymes	Existing method Post intervention

Primary Outcome Measures

Name	Time	Method
Self designed Questionnaire	6 weeks	Self designed questionnaire to address choice making in objects, pictures and symbols in three activities Rhymes, Items in Rhymes and Objects

Trial Locations

Locations (1)

Riphah Child Development Centre & Step to Learn School; 🇵🇰 Rawalpindi, Punjab, Pakistan