Inter Disciplinary Approach to Vocabulary Development in Hearing Impairment

Hearing Impaired Children Clinical Trial

Official title:

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

Clinical Trial Details — Status: Recruiting

Administrative data

• NCT number: NCT04962828
• Other study ID #: REC/00973
• Status: Recruiting
• Phase: N/A
• Start date: May 24, 2021
• Est. completion date: July 26, 2021

Study information

• Verified date: July 2021
• Source: Riphah International University
• Contact: Waqar Amjad, PhD
• Phone: 03335348846
• Email: waqar.ahmad[@]riphah.edu.pk
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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.

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.

Recruitment information / eligibility

• Status: Recruiting
• Enrollment: 20
• Est. completion date: July 26, 2021
• Est. primary completion date: July 26, 2021
• Accepts healthy volunteers: No
• Gender: All
• Age group: 6 Years to 11 Years

Eligibility

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.

Related Conditions & MeSH terms

• Deafness
• Hearing Impaired Children
• Hearing Loss

Intervention

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
• 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

Locations

Country	Name	City	State
Pakistan	Aghosh Special Children's School	Kharian	Punjab

Sponsors (1)

Lead Sponsor	Collaborator
Riphah International University

Country where clinical trial is conducted

Pakistan, 

References & Publications (10)

Ebbels SH, McCartney E, Slonims V, Dockrell JE, Norbury CF. Evidence-based pathways to intervention for children with language disorders. Int J Lang Commun Disord. 2019 Jan;54(1):3-19. doi: 10.1111/1460-6984.12387. Epub 2018 Apr 25. — View Citation

Glover A, Mccormack J, Smith-Tamaray M. Collaboration Between Teachers And Speech And Language Therapists: Services For Primary School Children With Speech, Language And Communication Needs. Child Language Teaching And Therapy. 2015 Oct;31(3):363-82.

Lowe H, Henry L, Joffe VL. The Effectiveness of Classroom Vocabulary Intervention for Adolescents With Language Disorder. J Speech Lang Hear Res. 2019 Aug 15;62(8):2829-2846. doi: 10.1044/2019_JSLHR-L-18-0337. Epub 2019 Jul 24. — View Citation

Mathers C, Smith A, Concha M. Global Burden Of Hearing Loss In The Year 2000. Global Burden Of Disease. 2000;18(4):1-30.

McGregor KK, Oleson J, Bahnsen A, Duff D. Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. Int J Lang Commun Disord. 2013 May-Jun;48(3):307-19. doi: 10.1111/1460-6984.12008. Epub 2013 Feb 25. — View Citation

Murray E, McCabe P, Ballard KJ. A comparison of two treatments for childhood apraxia of speech: methods and treatment protocol for a parallel group randomised control trial. BMC Pediatr. 2012 Aug 3;12:112. doi: 10.1186/1471-2431-12-112. — View Citation

Spencer TD, Petersen DB, Adams JL. Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. Am J Speech Lang Pathol. 2015 Nov;24(4):619-36. doi: 10.1044/2015_AJSLP-14-0101. — View Citation

Suleman S, Mcfarlane La, Pollock K, Schneider P, Leroy C, Skoczylas M. Collaboration: More Than

Thomas DC, McCabe P, Ballard KJ. Combined clinician-parent delivery of rapid syllable transition (ReST) treatment for childhood apraxia of speech. Int J Speech Lang Pathol. 2018 Dec;20(7):683-698. doi: 10.1080/17549507.2017.1316423. Epub 2017 Apr 26. — View Citation

Wilson L, McneillBc, Gillon Gt. Understanding The Effectiveness Of Student Speech-Language Pathologists And Student Teachers Co-Working During Inter-Professional School Placements. Child Language Teaching And Therapy. 2019 Jun;35(2):125-43.( 7)

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Vocabulary List	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