Usefulness of an Assistive Technology Training Program for Adolescents With Dyslexia: Pilot Study
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 12
- 试验地点
- 1
- 主要终点
- Reading skills without assistive technology before training: number of words read
研究概览
简要总结
Specific Written Language Disorders (SWLD) are severe and lasting impairments in the development of written language that affect approximately 10% of the school-age population.Concerned patients don't have any intellectual disability.
Speech therapy help them to improve their language skills but also to compensate for their difficulties.
School environment is one of the places where these disorders can constitute a real handicap.
Given the prevalence of disorders, governments but also supra-governmental authorities have promoted educational integration of the concerned patients around the world. In France, different systems exist to help these patients with SWLD to follow an education that allows them to update their capacities as much as possible. School facilities are proposed such as attribution of Assistive Technology (AT). Nevertheless, these facilities have some limitations.
Concerning AT, several studies have shown the benefits for patients with dyslexia such as a better use of them. However, there were some limitations in their use and their usefulness.
The lack of use training is one of the barriers cited by patients and caregivers (parents and teachers).
Assistive Technology training exists for patients with dyslexia but very few studies have measured their influence on their performance in written language. Moreover, these studies did not take into account the previous level of computer practice nor the natural appropriation of the AT (ie: anyone can appropriate themselves). It is therefore difficult to affirm the specificity of the training's influence.
This study aims to assess the usefulness of AT training on the written language performance of adolescents with dyslexia. This work will study teenager's autonomy and how they use these tools.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Supportive Care
- 盲法
- None
入排标准
- 年龄范围
- 8 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •adolescents with dyslexia
- •normal schooling (not in a specialized establishment)
- •with attribution of assistive technology less than 3 months or planned soon or low usage
排除标准
- •oral disabilities hindering intelligibility
- •physical disabilities (hands) hindering use of AT
- •auditive and visual disabilities
研究组 & 干预措施
Training
Program of training of use of assistive technology
干预措施: Training (Other)
结局指标
主要结局
Reading skills without assistive technology before training: number of words read
时间窗: 9 weeks
minimum 0 and maximum 152, higher scores mean a better outcome
Reading skills with assistive technology after training: time to read
时间窗: 9 weeks
(in seconds, higher times mean a worse outcome)
Reading comprehension skills with assistive technology after training: titles choices
时间窗: 9 weeks
(higher scores mean a better outcome, minimum 0 and maximum 6)
Reading comprehension skills with assistive technology after training: choice of the good answer
时间窗: 9 weeks
(higher scores mean a better outcome:minimum 0 and maximum 4).
Reading effectiveness with assistive technology after training
时间窗: 9 weeks
sum (minimum 0 and maximum 172: higher scores mean a better outcome) of number of correct read words (minimum 0 and maximum 152) plus comprehension score (minimum 0 and maximum 18) plus reading score (0: failed, 1: partially succeded, 2 succeded)
Reading skills without assistive technology before training: number of misread
时间窗: 9 weeks
minimum 0 and maximum 152, higher scores mean a worse outcome
Reading skills without assistive technology before training: time to read
时间窗: 9 weeks
(in seconds, higher times mean a worse outcome)
Written skills without assistive technology before training
时间窗: 9 weeks
* Number of correct written words (handwriting) in 3 minutes (higher scores mean a better outcome) * Number of incorrect written words (handwriting) in 3 minutes (higher scores mean a worse outcome)
Reading skills without assistive technology after training: number of misread
时间窗: 9 weeks
(minimum 0 and maximum 152, higher scores mean a worse outcome)
Reading comprehension skills without assistive technology after training: choice of the good answer
时间窗: 9 weeks
(higher scores mean a better outcome:minimum 0 and maximum 4).
Reading skills with assistive technology before training: number of misread
时间窗: 9 weeks
(minimum 0 and maximum 152, higher scores mean a worse outcome)
Reading comprehension skills with assistive technology before training: choice of the good answer
时间窗: 9 weeks
(higher scores mean a better outcome:minimum 0 and maximum 4).
Reading effectiveness with assistive technology before training
时间窗: 9 weeks
sum (minimum 0 and maximum 172: higher scores mean a better outcome) of number of correct read words (minimum 0 and maximum 152) plus comprehension score (minimum 0 and maximum 18) plus reading score (0: failed, 1: partially succeded, 2 succeded)
Reading skills with assistive technology after training: number of words read
时间窗: 9 weeks
(minimum 0 and maximum 152, higher scores mean a better outcome)
Reading comprehension skills with assistive technology before training: titles choices
时间窗: 9 weeks
(higher scores mean a better outcome, minimum 0 and maximum 6)
Reading comprehension skills with assistive technology before training: right or wrong
时间窗: 9 weeks
(higher scores mean a better outcome: minimum 0 and maximum 8)
Reading skills with assistive technology after training: number of misread
时间窗: 9 weeks
(minimum 0 and maximum 152, higher scores mean a worse outcome)
Reading comprehension skills without assistive technology before training: titles choices
时间窗: 9 weeks
(higher scores mean a better outcome, minimum 0 and maximum 6)
Reading effectiveness without assistive technology before training
时间窗: 9 weeks
sum (minimum 0 and maximum 172: higher scores mean a better outcome) of number of correct read words (minimum 0 and maximum 152) plus comprehension score (minimum 0 and maximum 18) plus reading score (0: failed, 1: partially succeded, 2 succeded)
Reading comprehension skills without assistive technology after training: right or wrong
时间窗: 9 weeks
(higher scores mean a better outcome: minimum 0 and maximum 8)
Reading effectiveness without assistive technology after training
时间窗: 9 weeks
sum (minimum 0 and maximum 172: higher scores mean a better outcome) of number of correct read words (minimum 0 and maximum 152) plus comprehension score (minimum 0 and maximum 18) plus reading score (0: failed, 1: partially succeded, 2 succeded)
Written skills with assistive technology before training
时间窗: 9 weeks
* Number of correct written words in 3 minutes (higher scores mean a better outcome) * Number of incorrect written words in 3 minutes (higher scores mean a worse outcome)
Written skills with assistive technology after training
时间窗: 9 weeks
* Number of correct written words in 3 minutes (higher scores mean a better outcome) * Number of incorrect written words in 3 minutes (higher scores mean a worse outcome)
Written skills without assistive technology after training
时间窗: 9 weeks
* Number of correct written words (handwriting) in 3 minutes (higher scores mean a better outcome) * Number of incorrect written words (handwriting) in 3 minutes (higher scores mean a worse outcome)
Reading skills with assistive technology before training: time to read
时间窗: 9 weeks
(in seconds, higher times mean a worse outcome)
Reading comprehension skills with assistive technology after training: right or wrong
时间窗: 9 weeks
(higher scores mean a better outcome: minimum 0 and maximum 8)
Reading comprehension skills without assistive technology before training: right or wrong
时间窗: 9 weeks
(higher scores mean a better outcome: minimum 0 and maximum 8)
Reading comprehension skills without assistive technology before training: choice of the good answer
时间窗: 9 weeks
(higher scores mean a better outcome:minimum 0 and maximum 4).
Reading skills without assistive technology after training: number of words read
时间窗: 9 weeks
(minimum 0 and maximum 152, higher scores mean a better outcome)
Reading skills without assistive technology after training: time to read
时间窗: 9 weeks
(in seconds, higher times mean a worse outcome)
Reading comprehension skills without assistive technology after training: titles choices
时间窗: 9 weeks
(higher scores mean a better outcome, minimum 0 and maximum 6)
Reading skills with assistive technology before training: number of words read
时间窗: 9 weeks
(minimum 0 and maximum 152, higher scores mean a better outcome)
次要结局
- Effectiveness of assistive technology utilization after training: Frequency of use(9 weeks)
- Effectiveness of assistive technology utilization after training: Number of different accomplished tasks(9 weeks)
- Autonomy after training(9 weeks)
- Autonomy before training(9 weeks)
- Effectiveness of assistive technology utilization before training: Frequency of use(9 weeks)
- Effectiveness of assistive technology utilization before training: Number of different utilization locations(9 weeks)
- Effectiveness of assistive technology utilization after training: Number of different utilization locations(9 weeks)
- Effectiveness of assistive technology utilization before training: Number of different accomplished tasks(9 weeks)