Sentence Shaping: Written Language Intervention for Deaf and Hard of Hearing Middle Schoolers
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 30
- 试验地点
- 2
- 主要终点
- Proportion of children for whom the intervention is successful
研究概览
简要总结
The proposed research addresses a long-standing and important challenge of improving literacy skills of children who are deaf and hard of hearing, a historically under researched group. The investigators aim to leverage shape coding - an empirically validated intervention approach for constructing sentences in spoken English - for improving how efficiently children who are deaf and hard of hearing learn to correctly construct sentences in written English. To advance the promising yet underutilized research on shape coding, the investigators complete the next logical step of applying the visual supports provided with shape coding to written language for deaf and hard of hearing children. Shape coding has been effective for teaching sentence structure in spoken English to children with language disabilities and has recently been applied to sentence structure in American Sign Language with deaf and hard of hearing children. Intervention involving shape coding is predicted to result in increased accuracy of word order in sentences in written English because deaf and hard of hearing children often benefit from visual information. The investigators will accomplish this aim using single case multiple probe across participants design studies with 30 fifth through eighth grade children who are deaf and hard of hearing. The knowledge gained will guide language and literacy intervention for children who are deaf and hard of hearing.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 9 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Children in grades five through eight
- •deaf or hard of hearing
- •use spoken English and American Sign Language (ASL)
- •bilateral hearing loss
- •the ability to read and understand the grammatical structures of interest
- •already be writing sentences, but demonstrate errors in word order and/or grammar.
排除标准
- •diagnosis of dyslexia
- •uncorrected vision impairment (i.e., identified vision loss without use of corrective lenses that interferes with eligibility evaluation tasks)
- •evidence of severe motor impairment (i.e., insufficient motor skills to complete eligibility evaluation tasks independently).
结局指标
主要结局
Proportion of children for whom the intervention is successful
时间窗: Baseline to up to 8 weeks maximum
The investigators will calculate the proportion of children for whom the intervention is successful, defined as at least 80% accuracy for 3 consecutive data collection days.
次要结局
- Proportion of children that generalize targeted skill to unpracticed words within targeted structure(Baseline to up to 8 weeks maximum)
- Proportion of children that generalize targeted skill to unpracticed modality within targeted structure(Baseline to up to 8 weeks maximum.)
- Proportion of children that maintain targeted skill after intervention has ended(Begins no more than 2 weeks after intervention phase ends; lasts up to 3 weeks)
研究者
Adriana M. Valtierra
Principal Investigator
Vanderbilt University