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).
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 165
- 试验地点
- 2
- 主要终点
- Improvement in the developmental trajectory of pre-school children at risk of SLLD in the areas of language, learning and coordination
研究概览
简要总结
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
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 5 Years 至 6 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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.
排除标准
- •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
研究组 & 干预措施
control class
Teacher will proceed in the usual way, referring to the procedures put in place by the national education system for identifying and referring children at risk
teacher training
Teacher training and support for teachers in setting up specific arrangements.
干预措施: Teacher training (Behavioral)
结局指标
主要结局
Improvement in the developmental trajectory of pre-school children at risk of SLLD in the areas of language, learning and coordination
时间窗: 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
次要结局
- Improvement in teachers' knowledge and sense of competence(8 months after inclusion)