Collaborative Consultation for Participation Among Students With IDD

The Effectiveness of Collaborative Consultation for Participation Among Students With Moderate Intellectual Disability (Co-PID)

Sponsors

Lead Sponsor: Ono Academic College

Source Ono Academic College
Brief Summary

Objective: Developing and corroborating the Collaborative Consultation for Participation of Students with Intellectual Disability (Co-PID) program, for enhancing classroom participation among students with moderate Intellectual and Developmental Disability (IDD).

Method: study took place in two special education schools and included students with moderate IDD (n=60) and their teachers (n=11). The settings were randomly assigned to intervention or control group. In the intervention group, Co-PID program was employed; in the control group an In-Service (IS) was employed. Participation was evaluated at pre-test and post-test.

Detailed Description

The study was conducted in three phases: (a) pre-test; (b) intervention; and (c) post-test

Pre-test. Using the 'Structured Observation of Students' Participation in Class', each student in both groups was observed four times during different lessons (with a 1-week interval between observations) to establish a baseline for level of participation. All pre-test observations were conducted between the 2nd and 3rd months of the school year, by an occupational therapist with 8 years of experience working with children with developmental delays. The observer was trained in using the 'Structured Observation of Students' Participation in Class' and was not blinded to the schools' assignment (Co-PID or IS). During this period the teachers, who were blinded to the school assignment, were asked to teach in a regular manner without changing the content or design of their lessons. Next, the teachers filled out the School Function Assessment questionnaire for each student. Finally, based on the 'Structured Observation of Students' Participation in Class' scores and teachers' familiarity with the students' function, the occupational therapist and each of the participating teachers jointly filled-out the 'Goal Attainment Scaling' form. Each student had three goals, one for each of the participation skills: Communicating, Choosing and Initiating. Post-test. This phase was conducted during the 9th and 10th months of the school year, and was identical to the pre-testing phase in terms of both process and measures used

Overall Status Completed
Start Date September 2014
Completion Date May 2016
Primary Completion Date August 2015
Phase N/A
Study Type Interventional
Primary Outcome
Measure Time Frame
Structured Observation of Students' Participation in Class within one month after intervention completion
Secondary Outcome
Measure Time Frame
School Function Assessment Questionnaire "through study completion" within one month after intervention completion
Goal Attainment Scaling "through study completion" within one month after intervention completion
Enrollment 60
Condition
Intervention

Intervention Type: Other

Intervention Name: Co-PID

Description: The program was carried out by the school occupational therapist and homeroom teachers. The Co-PID had two phases. The first phase was a 1.5 hour in-service meeting that focused on the concept of "Participation". In the second phase of the Co-PID intervention, a collaborative consultation model was used. It included eight 45-minute consultation meetings, which took place every other week over a 3-months period. The meetings took place between the occupational therapist and each teacher, with the purpose of brainstorming; thinking of activities that the teacher could implement during the lessons for enhancing participation among the students.

Arm Group Label: Co-PID

Intervention Type: Other

Intervention Name: IS

Description: IS group included three meetings, a 1.5 hour in-service meeting focusing on the concept of participation, and two more workshop meetings aimed at sharing teachers' experience.

Arm Group Label: In-service

Eligibility

Criteria:

Inclusion Criteria:

1. A diagnosis of moderate IDD

2. Mobility independence

3. No secondary diagnosis of autism, nor sensory disabilities such as blindness or deafness

4. Students had been studying at the school for at least one year prior to data collection.

Exclusion Criteria:

-

Gender: All

Minimum Age: 7 Years

Maximum Age: 21 Years

Healthy Volunteers: No

Overall Official
Last Name Role Affiliation
Naomi Weintraub, Prof Study Director Hebrew University
Verification Date

June 2016

Responsible Party

Type: Principal Investigator

Investigator Affiliation: Ono Academic College

Investigator Full Name: Efrat Selanikyo

Investigator Title: Lecturer

Keywords
Has Expanded Access No
Condition Browse
Number Of Arms 2
Arm Group

Label: Co-PID

Type: Experimental

Description: Eight collaborative consultation meetings between occupational therapist to each teacher in purpose of enhancing participation of students in class

Label: In-service

Type: Active Comparator

Description: Three in- service meetings to all homeroom teachers together, in purpose of enhancing participation of students in class

Patient Data No
Study Design Info

Allocation: Randomized

Intervention Model: Parallel Assignment

Masking: None (Open Label)

Source: ClinicalTrials.gov