Inter Disciplinary Approach to Vocabulary Development in Hearing Impairment

July 10, 2021 updated by: Riphah International University

The Effect Of An Inter Disciplinary Approach On Vocabulary Development in Children With Hearing Impairment; A Randomized Control Trial

The research aims to address to address the role of interdisciplinary working between professionals in the field of speech and language pathology/therapy. There is considerable evidence to state that when professionals work in collaboration with each other on particular goals that the outcomes are more favorable, functional and beneficial for the child.

Study Overview

Status

Recruiting

Conditions

Intervention / Treatment

Detailed Description

The aim of the current research is to devise a joint interventional program between the speech and language pathologist and teachers in order to support their comprehension and expression of functional vocabulary. This study was devised as there is a gap in collaborative working by professionals in Pakistan. Often therapy is provided through a medical model of taking the child outside the class for one to one sessions. There is lack of lack of collaborative goal planning. This is particularly true for children who are in hearing impairment centres.

In Pakistan, the prevalence of all hearing loss in rural Pakistan has been estimated to be 7.9%, in a general population setting. The high prevalence rates are a source of concern. The impact of hearing impairment manifests itself in many ways. As is evident from the studies carried out on the impact of hearing impairment on vocabulary skills and speech-language and communication difficulties in general of children and adolescents, that these difficulties if not identified in a timely manner will affect later schooling and educational attainment. Vocabulary knowledge is a key predictor of reading comprehension, which is essential for academic progress.

In the field of early intervention and early childhood special education caregiver involvement has been documented as important. Speech, language and communication needs (SLCN) are prevalent among primary school-aged children. Collaboration between speech and language therapists (SLTs) and teachers is beneficial for supporting children's communication skills. Findings from an Australian study suggests that change to service delivery needs to be considered at an individual, interpersonal and organizational level to enable better outcomes for children with SLCN and increased support for their families and the professionals who work with them.

Hence, timely identification and management plays a pivotal role. It is critical that therapy is provided in a manner as to generalize learnt skills. Research described speech therapy services as largely happening outside of the classroom such as removing individuals or small groups from the classroom for intervention sessions ('pull out') or that involve the speech-language pathologist indirectly affecting the child's educational program by providing modeling or coaching to relevant educators in the use of strategies to promote specific skills ('consultation').

There is no denying that collaborative working is essential. A study comparing improvement on a specific study measure designed on selected vocabulary in 12 classrooms with 3 conditions: (1) Pull-out - 50-minute group or one to one sessions for twelve weeks. (2) Classroom-based - Weekly 40-minute lessons for 12 weeks (3) Collaborative - Weekly 40-minute SLP-teacher planned and team taught lessons for 12 weeks. The results suggested evidence for the benefits of collaborative working such as the ability to discuss, design and plan between the teacher and SLP, resulting in greater outcomes and facilitating generalization of the activities in students who require it the most. The study sheds light on the need for such collaboration and provides evidence sums for further research to address similar outcomes in Pakistan.

Study Type

Interventional

Enrollment (Anticipated)

20

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Locations

  • Pakistan
    • Punjab
      • Kharian, Punjab, Pakistan, 46000
        • Recruiting
        • Aghosh Special Children's School

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

6 years to 11 years (Child)

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Hearing impaired children from 6 to 11 years of age who have severe unilateral or bilateral hearing loss from birth and for whom Urdu has their first language. There hearing age is at least one year. Their parents were not hearing impaired. Children used hearing aids. Unilateral & bilateral hearing impaired children were equally distributed.

Exclusion Criteria:

  • Children who did not present with HI as their main diagnosis or may have other co-morbid conditions.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Treatment
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: Double

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Collaboration group
This group of children will have targets and vocabulary that has been designed collaboratively and then the therapist and teacher both reinforce the vocabulary during the week
Other: Vocabulary based intervention - Collaborative
List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks With SLP and to be reinforced by teachers in class over the week
Other Names:
  • Language Therapy
  • Inter-disciplinary working
Active Comparator: Non-collaborative group
This group of children will have targets and vocabulary that has been designed collaboratively but they will only be practiced with the therapist during the week
Other: Vocabulary based intervention- Non Collaborative
List of 10 words functional words Therapy 3 times a week for 20 minutes Duration = 9 weeks Only with SLP
Other Names:
  • Language Intervention
  • Language Intervention for Hearing Impairment
  • Total Communication

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Vocabulary List
Time Frame: 9th week
There will be 10 functional words that will be designed post collaboration with the teachers. The list will accommodate 6 Ling sounds and will be implemented with both groups. The participants will be tested on the list pre-intervention and post intervention. Scoring will be based on binary responses such as correct and incorrect responses. Any further responses will be addressed qualitatively.
9th week

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Riphah International University

Investigators

  • Principal Investigator: Ayesha Butt, PhD, Riphah International University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

May 24, 2021

Primary Completion (Anticipated)

July 26, 2021

Study Completion (Anticipated)

July 26, 2021

Study Registration Dates

First Submitted

July 10, 2021

First Submitted That Met QC Criteria

July 10, 2021

First Posted (Actual)

July 15, 2021

Study Record Updates

Last Update Posted (Actual)

July 15, 2021

Last Update Submitted That Met QC Criteria

July 10, 2021

Last Verified

July 1, 2021

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • REC/00973

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

Individual participant data will not be shared with other researchers

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

Clinical Trials on Hearing Impaired Children

Clinical Trials on Vocabulary based intervention - Collaborative

Search Similar Trials

Sponsors and Collaborators

Medical Conditions

Drug Interventions

CROs by country

CROs in Estonia

Conditions

Rare Diseases

Drug Interventions

Dietary Supplements

Sponsor/Collaborators

Locations

Subscribe