Mental Retardation and Developmental Disabilities With Organic Condition Clinical Trial
Official title:
The Effectiveness of Collaborative Consultation for Participation Among Students With Moderate Intellectual Disability (Co-PID)
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.
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
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Allocation: Randomized, Endpoint Classification: Efficacy Study, Intervention Model: Parallel Assignment, Masking: Open Label