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IRCT20190505043477N1 IRCT 2019-10-31 Tehran University of Medical Sciences "Narrative discourse intervention in children with autism" The effect of narrative discourse intervention based on the Supporting Knowledge in Language and Literacy (SKILL) program on discourse production and reading comprehension abilities in children with autism spectrum disorders in elementary schools 2019-09-23 anticipated 24 Complete https://irct.ir/trial/41338 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Supportive, Randomization description: Taking into account the dropout, 24 children with autism are assigned in one of the two treatment groups using random blocks. To randomize the size of blocks will be 4. According to the sample size of 24, which has been determined, 6 blocks will be produced using the online site (www.sealedenvelope.com). Group 1 received the Supporting Knowledge in Language and Literacy (SKILL) program and group 2 received the program of conventional speech therapy, Blinding description: At first, the people who analyzed the data learn about how to analyze data, Then, they are asked to analyze the per-treatment data. It should be noted that these people are unaware of the grouping of children, their demographic characteristics, the timing of the research, and the type of intervention received by each child. Subsequently, these individuals will be asked to analyze the post-treatment data. The participants and their families are unaware of the compositions of the groups and do not visit each other during the trial sessions and outside the treatment environment. N/A َAutism spectrum disorders. Intervention 1: Intervention group: The group receiving the Supporting Knowledge in Language and Literacy (SKILL) program, the intervention is provided individually, 3 sessions per week, and 50 minutes each session by a speech and language pathologist. The intervention period is two months and the program is provided in 24 sessions. The intervention program contains of three phases, phase 1: Teaching Story Structure and Causal Language, phase 2: Teaching Strategies for Creating a Situation Model, and phase 3: Teaching Strategies for Integration into Long Term Memory. The first phase of intervention consists of 17 lessons, the second phase is 11 lessons, and the third phase is 8 lessons. Intervention 2: Control group: The group receiving conventional speech therapy, the intervention is provided individually, 3 sessions per week, and 50 minutes each session by a speech and language pathologist. The intervention period is two months and the program is provided in 24 sessions. This group of children with autism does not teach narratives intervention according to the SKILL program. They receive conventional speech therapy by 3 speech and language pathologists in centers and autism schools. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is The effect of treatment is investigated in a group setting. Therefore individual data will not be published.
public Zahra Soleymani
Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Pitch-e-shemiran, Enghelab Ave., Tehran
Tehran Iran (Islamic Republic of) 1148965141 +98 21 7753 5132 Soleymaniz@sina.tums.ac.ir Tehran University of Medical Sciences scientific Zahra Soleymani
Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Pitch-e-shemiran, Enghelab Ave., Tehran
Tehran Iran (Islamic Republic of) 1148965141 +98 21 7753 5132 Soleymaniz@sina.tums.ac.ir Tehran University of Medical Sciences Iran (Islamic Republic of) Iran (Islamic Republic of) Iran (Islamic Republic of) Iran (Islamic Republic of) Be in the age range of 8 to 12 years Be in the second to seventh grade of elementary schools Have autism spectrum disorders; they have received a diagnosis of autism by a psychiatrist based on the DSM-V criteria and the diagnosis of autism should be supported by a speech and language pathologist using the GARS-2 questionnaire Be monolingual and Persian language Have be standard scores 70 and above on nonverbal portion of Wechsler Intelligence Test Have be verbal fluent Have be the ability to produce at least 100 spoken that is evaluated using the Farsi Narrative Norms Instrument guide Stories by speech and language pathologist Have be the ability to sit behind the table and keep the attention Have be the ability to decode words appropriate to age but weakness in reading comprehension; This is diagnosed by speech and language pathologists using reading and dyslexic tests (NEMA) 8 years 12 years Both If they have already received SKILL intervention program Have be sensory damage (not compensated) for visual and auditory sensations Have be neurological problems (epilepsy, cerebral palsy) and other psychiatric disorders except autism F84.0 Autistic disorder Rehabilitation Rehabilitation Intervention group: The group receiving the Supporting Knowledge in Language and Literacy (SKILL) program, the intervention is provided individually, 3 sessions per week, and 50 minutes each session by a speech and language pathologist. The intervention period is two months and the program is provided in 24 sessions. The intervention program contains of three phases, phase 1: Teaching Story Structure and Causal Language, phase 2: Teaching Strategies for Creating a Situation Model, and phase 3: Teaching Strategies for Integration into Long Term Memory. The first phase of intervention consists of 17 lessons, the second phase is 11 lessons, and the third phase is 8 lessons. Control group: The group receiving conventional speech therapy, the intervention is provided individually, 3 sessions per week, and 50 minutes each session by a speech and language pathologist. The intervention period is two months and the program is provided in 24 sessions. This group of children with autism does not teach narratives intervention according to the SKILL program. They receive conventional speech therapy by 3 speech and language pathologists in centers and autism schools. The macrostructures of narrative discourse score. Timepoint: Before intervention and after intervention. Method of measurement: The Farsi Narrative Norms Instrument will be used to evaluate Narrative discourse production ability. The Monitoring Indicators of Scholarly Language will be used to obtain the macrostructures scores. The microstructures of narrative discourse score. Timepoint: Before intervention and after intervention. Method of measurement: The Farsi Narrative Norms Instrument will be used to evaluate Narrative discourse production ability. The Monitoring Indicators of Scholarly Language will be used to obtain the microstructures scores. Index of narrative complexity. Timepoint: Before intervention and after intervention. Method of measurement: The Farsi Narrative Norms Instrument will be used to evaluate Narrative discourse production ability. The Monitoring Indicators of Scholarly Language will be used to obtain the index of narrative speech complexity. Reading comprehension score. Timepoint: Before intervention and after intervention. Method of measurement: The reading and dyslexic tests will be used to evaluate children’s reading ability and reading comprehension. Tehran University of Medical Sciences Approved 2019-07-25 Ethcs committee of Tehran University of Medical Sciences. Adjutancy Chancellor for Research and Technology, Sixth Floor, Qods Ave., Keshavarz Blvd., Tehran Tehran Tehran Iran (Islamic Republic of)