Conducting Functional Communication Training (FCT) With Young Children With Intellectual Disabilities in NHS Settings in the UK: A Feasibility Project
试验速览
- 阶段
- 不适用
- 入组人数
- 8
- 试验地点
- 3
- 主要终点
- Observation of frequency or duration challenging behaviour
研究概览
简要总结
The current project aims to assess the feasibility of conducting Functional Communication Training in the UK with a small sample of young children (aged under 9) in an NHS setting. Three delivery formats will be assessed in order to demonstrate the feasibility of conducting FCT via different delivery methods within an NHS context. Participants will be four children aged under 9 who have an identified intellectual / developmental disability and display either self-injury, property destruction, or aggression at home. In addition, one family carer per child will be coached to implement the intervention, either following researcher intervention, or from the beginning. Data will be collected on challenging behaviour, communication responses, family carer confidence in managing behaviour, fidelity of intervention implementation, family quality of life, and acceptability of the intervention.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- — 至 9 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Child aged under 9
- •Child has identified intellectual disability or genetic syndrome associated with intellectual disability (e.g. Fragile X Syndrome)
- •Child uses only phrase speech (i.e. 2-3 word utterances)
- •Child displays self injury, aggression, property destruction at home
- •Family carers aged over 18 with capacity to consent
- •Family carer speaks English as first language (to ensure that the child understands English and will therefore understand researcher)
排除标准
- •Child experiences health condition involving pain that is not well controlled by treatment
- •Child is fully deaf / blind
- •Child or family carer receiving active treatment in relation to child's behaviour (e.g. direct behavioural support, parenting programme etc.)
研究组 & 干预措施
Researcher Implemented FCT
Children receive functional communication training. Assessment and initial intervention sessions are completed by the researcher and family carers are trained to continue the intervention at home.
干预措施: Functional Communication Training (Behavioral)
Family Carer Implemented FCT 1
Children receive functional communication training. Family carers are trained to implement all sessions (including assessment and initial intervention sessions) with coaching from the researcher in person.
干预措施: Functional Communication Training (Behavioral)
Family Carer Implemented FCT 2
Children receive functional communication training. Family carers are trained to implement all sessions (including assessment and initial intervention sessions) with coaching from the researcher via videoconferencing and support from a family carer assistant in person.
干预措施: Functional Communication Training (Behavioral)
结局指标
主要结局
Observation of frequency or duration challenging behaviour
时间窗: During functional analysis (2 sessions), intervention (4 sessions), maintenance (3 sessions) & follow up (1 session). Across a total of approximately 6 months.
Observational measure of the frequency or duration of child target behaviours. This measure is expected to show a change over time as the intervention progresses, therefore data is collected during every session.
次要结局
- Beech Centre Family Quality of Life Scale (Park et al., 2003)(At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study).)
- Rating scale measuring intervention fidelity(During intervention sessions (4 sessions), maintenance sessions (3 sessions), and during follow up (1 session). Across a total of approximately 5 months.)
- Observation of occurrence of communication(During intervention (4 sessions), maintenance (3 sessions), & follow up (1 session). Across a total of approximately 5 months.)
- Modified Challenging Behaviour Checklist (Harris, Humphreys, & Thomson, 1994)(At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study).)
- Functional Assessment Interview Communication Section (O'Neill, Albin, Storey, Horner, & Sprague, 2014)(At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study).)
- Modified Parenting Task Checklist (Sanders & Woolley, 2001; 2005)(At beginning of study, immediately after intervention (approximately 6-8 weeks later), and at final follow up session (approximately 6 months after beginning of the study).)