Clinical trial NCT05636813: Usefulness of an Assistive Technology Training Program for Adolscents With Dyslexia
Official title: Usefulness of an Assistive Technology Training Program for Adolescents With Dyslexia: Pilot Study
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: Dyslexia
Adolescent
Keywords: dyslexic adolescent
dyslexia
education
assistive technology
Lead sponsor: University Hospital, Caen
Sponsor class: OTHER
First posted: 2022-12-05
Enrollment: 12
Sex: ALL
Minimum age (years): 8
Maximum age (years): 15
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: NA
Intervention model: SINGLE_GROUP
Intervention model description: Pilot, pronostic, open-label, non-randomized, descriptive, study
Primary purpose: SUPPORTIVE_CARE

Brief summary: Specific Written Language Disorders (SWLD) are severe and lasting impairments in the development of written language that affect approximately 10% of the school-age population.Concerned patients don't have any intellectual disability.

Speech therapy help them to improve their language skills but also to compensate for their difficulties.

School environment is one of the places where these disorders can constitute a real handicap.

Given the prevalence of disorders, governments but also supra-governmental authorities have promoted educational integration of the concerned patients around the world. In France, different systems exist to help these patients with SWLD to follow an education that allows them to update their capacities as much as possible. School facilities are proposed such as attribution of Assistive Technology (AT). Nevertheless, these facilities have some limitations.

Concerning AT, several studies have shown the benefits for patients with dyslexia such as a better use of them. However, there were some limitations in their use and their usefulness.

The lack of use training is one of the barriers cited by patients and caregivers (parents and teachers).

Assistive Technology training exists for patients with dyslexia but very few studies have measured their influence on their performance in written language. Moreover, these studies did not take into account the previous level of computer practice nor the natural appropriation of the AT (ie: anyone can appropriate themselves). It is therefore difficult to affirm the specificity of the training's influence.

This study aims to assess the usefulness of AT training on the written language performance of adolescents with dyslexia. This work will study teenager's autonomy and how they use these tools.


Eligibility criteria: Inclusion Criteria:

* adolescents with dyslexia
* normal schooling (not in a specialized establishment)
* with attribution of assistive technology less than 3 months or planned soon or low usage

Exclusion Criteria:

* oral disabilities hindering intelligibility
* physical disabilities (hands) hindering use of AT
* auditive and visual disabilities

Primary outcomes:
measure: Reading skills without assistive technology before training: number of words read
timeFrame: 9 weeks
measure: Reading skills without assistive technology before training: number of misread
timeFrame: 9 weeks
measure: Reading skills without assistive technology before training: time to read
timeFrame: 9 weeks
measure: Reading comprehension skills without assistive technology before training: titles choices
timeFrame: 9 weeks
measure: Reading comprehension skills without assistive technology before training: right or wrong
timeFrame: 9 weeks
measure: Reading comprehension skills without assistive technology before training: choice of the good answer
timeFrame: 9 weeks
measure: Reading effectiveness without assistive technology before training
timeFrame: 9 weeks
measure: Reading skills without assistive technology after training: number of words read
timeFrame: 9 weeks
measure: Reading skills without assistive technology after training: number of misread
timeFrame: 9 weeks
measure: Reading skills without assistive technology after training: time to read
timeFrame: 9 weeks
measure: Reading comprehension skills without assistive technology after training: titles choices
timeFrame: 9 weeks
measure: Reading comprehension skills without assistive technology after training: right or wrong
timeFrame: 9 weeks
measure: Reading comprehension skills without assistive technology after training: choice of the good answer
timeFrame: 9 weeks
measure: Reading effectiveness without assistive technology after training
timeFrame: 9 weeks
measure: Reading skills with assistive technology before training: number of words read
timeFrame: 9 weeks
measure: Reading skills with assistive technology before training: number of misread
timeFrame: 9 weeks
measure: Reading skills with assistive technology before training: time to read
timeFrame: 9 weeks
measure: Reading comprehension skills with assistive technology before training: titles choices
timeFrame: 9 weeks
measure: Reading comprehension skills with assistive technology before training: right or wrong
timeFrame: 9 weeks
measure: Reading comprehension skills with assistive technology before training: choice of the good answer
timeFrame: 9 weeks
measure: Reading effectiveness with assistive technology before training
timeFrame: 9 weeks
measure: Reading skills with assistive technology after training: number of words read
timeFrame: 9 weeks
measure: Reading skills with assistive technology after training: number of misread
timeFrame: 9 weeks
measure: Reading skills with assistive technology after training: time to read
timeFrame: 9 weeks
measure: Reading comprehension skills with assistive technology after training: titles choices
timeFrame: 9 weeks
measure: Reading comprehension skills with assistive technology after training: right or wrong
timeFrame: 9 weeks
measure: Reading comprehension skills with assistive technology after training: choice of the good answer
timeFrame: 9 weeks
measure: Reading effectiveness with assistive technology after training
timeFrame: 9 weeks
measure: Written skills without assistive technology before training
timeFrame: 9 weeks
measure: Written skills without assistive technology after training
timeFrame: 9 weeks
measure: Written skills with assistive technology before training
timeFrame: 9 weeks
measure: Written skills with assistive technology after training
timeFrame: 9 weeks
Secondary outcomes:
measure: Autonomy before training
timeFrame: 9 weeks
measure: Autonomy after training
timeFrame: 9 weeks
measure: Effectiveness of assistive technology utilization before training: Frequency of use
timeFrame: 9 weeks
measure: Effectiveness of assistive technology utilization before training: Number of different utilization locations
timeFrame: 9 weeks
measure: Effectiveness of assistive technology utilization before training: Number of different accomplished tasks
timeFrame: 9 weeks
measure: Effectiveness of assistive technology utilization after training: Frequency of use
timeFrame: 9 weeks
measure: Effectiveness of assistive technology utilization after training: Number of different utilization locations
timeFrame: 9 weeks
measure: Effectiveness of assistive technology utilization after training: Number of different accomplished tasks
timeFrame: 9 weeks
Other outcomes:
Locations:
city: Caen
country: France
facility: Desmaisons
Study officials:
affiliation: University Hospital of Caen
name: Hélène Desmaisons, MRS
role: PRINCIPAL_INVESTIGATOR
References: