Collaborative Consultation for Participation Among Students With IDD
Condition: Mental Retardation and Developmental Disabilities With Organic Condition
MeSH terms: Intellectual Disability; Developmental Disabilities
Study type: Interventional

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
    

Intervention name(s): Co-PID; IS
Intervention type(s): Other; Other
Intervention description(s): 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.; 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.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: None (Open Label)
Keywords: Intellectual Disability; Collaborative Consultation; Participation