Randomized Controlled Trial: Strategic and Interactive Signing Instruction
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 发起方
- 入组人数
- 150
- 试验地点
- 2
- 主要终点
- Sign Language Skills
研究概览
简要总结
This RCT study involves teachers divided into an experimental group and a control group. Teachers in the experimental group will receive SISI training to support the sign language development of deaf children, while those in the control group will continue with "business-as-usual" teaching methods. Pre- and post-assessments will be conducted for all deaf children at the beginning and end of the school year.
详细描述
This randomized controlled trial (RCT) examines the effects of the Strategic and Interactive Signing Instruction (SISI) intervention on deaf children's expressive language development in signing (primary) and writing (secondary). The study compares two groups - an intervention group implementing SISI and a control group continuing their usual instructional routines without the intervention.
The intervention group will include approximately 10 teachers, each working with 5-7 deaf children. These classrooms will implement the SISI intervention, which provides structured, language-centered supports designed to strengthen children's signing through explicit modeling, guided practice, and discourse-focused intervention routines. Schools that participated in the 2024-2025 nationwide pre/post study will be included in the intervention group for 2025-2026 if they choose to continue.
The control group will likewise include approximately 10 teachers with 5-7 Deaf children each. These classrooms will continue with their standard practices without the SISI intervention. Schools newly joining the project in 2025-2026 will be assigned to this group.
Child language data will be collected twice - fall 2025 (pre-test) and spring 2026 (post-test). Deaf children will complete three expressive language prompts representing major discourse types: personal narrative, informational report, and persuasive discourse. Their signed and written compositions will be analyzed using rubrics adapted from the National Assessment of Educational Progress (NAEP), focusing on growth in discourse-level skills.
The study hypothesizes that deaf children in the intervention group will show greater gains in expressive signing and writing than their peers in the control group. This hypothesis reflects the expectation that a systematic, discourse-oriented language intervention offers stronger support for language development than typical intervention routines.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 4 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Deaf children in educational programs (aged 4-12)
- •Teachers of the deaf working with deaf children
排除标准
- •Non-deaf children
- •Non teachers of the deaf
研究组 & 干预措施
RCT - Experimental
This RCT study involves teachers divided into an experimental group and a control group. Teachers in the experimental group will receive SISI training to support the sign language development of deaf children, while those in the control group will continue with "business-as-usual" teaching methods. Pre- and post-assessments will be conducted for all deaf children at the beginning and end of the school year.
干预措施: Strategic and Interactive Signing Instruction (Behavioral)
Quasi-Experimental Study - Control
This quasi-experimental study involves teachers divided into an experimental group and a control group. Teachers in the experimental group will receive SISI training to support the sign language development of deaf children, while those in the control group will continue with "business-as-usual" teaching methods. Pre- and post-assessments will be conducted for all deaf children at the beginning and end of the school year.
干预措施: Business-As-Usual Instruction (Behavioral)
结局指标
主要结局
Sign Language Skills
时间窗: From enrollment to the end of treatment 9 academic months later.
Student data will be analyzed using rubrics adapted from the National Assessment of Educational Progress (NAEP) standardized writing assessments.
Teacher Practice
时间窗: From enrollment to the end of treatment 9 academic months later.
The SISI Fidelity Tool, grounded in existing literature on evidence-based instructional methods, will be used to evaluate teachers' instructional practices.
Sign Language Skills
时间窗: From enrollment to the end of treatment 9 academic months later.
Student data will be analyzed using rubrics adapted from the National Assessment of Educational Progress (NAEP) standardized writing assessments.
Teacher Practice
时间窗: From enrollment to the end of treatment 9 academic months later.
The SISI Fidelity Tool, grounded in existing literature on evidence-based instructional methods, will be used to evaluate teachers' instructional practices.
次要结局
- Written Language Skills(From enrollment to the end of treatment 9 academic months later.)