Prevention, Detection and Specialised Intervention in Pre-school : Impact of Teacher Training and the Introduction of Early Adjustments on the Developmental Trajectory of Children at Risk of Specific Language and Learning Disorders (SLLD).
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Language Disorders in Children
- Sponsor
- Centre Hospitalier Universitaire de la Réunion
- Enrollment
- 165
- Locations
- 1
- Primary Endpoint
- Improvement in the developmental trajectory of pre-school children at risk of SLLD in the areas of language, learning and coordination
- Status
- Completed
- Last Updated
- 10 months ago
Overview
Brief Summary
The high incidence of neurodevelopmental disorders, including specific language and learning disorders, and their profund impact on the schooling of the children concerned remains a major public health concern. Early identification and intervention are a valuable tool for improving these problems. The developmental trajectory of children could be improved by knowledge enhancement, identification and strategies to support the teachers through the involvement of health professionals in the classroom
Detailed Description
PRISME - TSLA is a clinical trial developing experiment project for the intervention arm involving teacher training, the implementation of identification grids, follow-up observations in classroom of identified pupils, and the development of special arrangments. For the control arm, the teachers work with standard procedures of the French national education policy.
Investigators
Eligibility Criteria
Inclusion Criteria
- •In a kindergarten school with at least 3 classes of primary school age children.
- •At least 5 years old on 31/12/
- •Whose 2 parents have given their consent (the consent of a single parent if no contact is possible with the second parent despite repeated attempts)
- •Have received age-appropriate explanations about the study and have not refused to take part.
Exclusion Criteria
- •Pupils in :
- •In a kindergarten school with fewer than 3 classes, making it impossible to randomise the school
- •Under 5 years of age on 31 December of the current school year.
- •Under guardianship
Outcomes
Primary Outcomes
Improvement in the developmental trajectory of pre-school children at risk of SLLD in the areas of language, learning and coordination
Time Frame: 8 months after inclusion
BMTi (Modular Computerized Test Battery). pathologic area if score \< or = -2, risk area if score \[-1;-2\[ middle area if score \]-1;1\[ higher area if score \> or = 1
Secondary Outcomes
- Improvement in teachers' knowledge and sense of competence(8 months after inclusion)