Optimizing Language Outcomes for Young Adults with Intellectual and Developmental Disabilities: A Written Language Intervention Using Functional Texts

优化有智力和发育障碍的年轻人的语言结果：使用功能文本的书面语言干预

• 批准号: 10705858
• 负责人: Alison J Prahl
• 金额: $ 17.47万
• 依托单位: BAYLOR UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10705858
• 关键词: Achievement; Activities of Daily Living; Address; Adolescence; Adult; American; Awareness; Behavioral Research; Clinical Trials; Communication; Communication impairment; Complex; Comprehension; Control Groups; Data; Disease; Distal; Education; Educational process of instructing; Effectiveness; Electronic Mail; Enrollment; Fostering; Future; Goals; Independent Living; Individual; Intellectual functioning disability; Intervention; Intervention Studies; Language; Language Development; Language Disorders; Life; Measures; Mission; Motivation; National Institute on Deafness and Other Communication Disorders; Occupational; Oral; Outcome; Participant; Phenotype; Pilot Projects; Population; Procedures; Process; Public Health; Quality of life; Randomized; Randomized, Controlled Trials; Reader; Reading; Research; Secondary to; Text Messaging; Time; Underrepresented Populations; Vocabulary; Vocation; Writing; design; effective intervention; high school; improved; intervention effect; language outcome; literacy; literate; post intervention; programs; reading comprehension; remediation; response; service delivery; skills; systematic review; text messaging intervention; treatment as usual; treatment group; trial design; young adult

Individuals with intellectual and developmental disabilities (IDD) often present with limited literacy achievement which results in an absence of opportunities to foster written language development (Moni et al., 2011). However, when young adults with IDD are provided opportunities to broaden their literacy education even after high school, they continue to develop and improve their written and spoken language skills, which is associated with improved vocational and independent living options (Erickson 2006; Hua et al., 2019). To date, few studies have examined effective communication interventions for the often underrepresented population of young adults with IDD. The objective of the proposed study is to examine the feasibility, acceptability, and initial effectiveness of a functional written language intervention embedded in naturally occurring daily activities (e.g., text messages, emails) for young adults with IDD. The central hypothesis is: (a) that explicit written language intervention for functional texts (WLIFT) will result in greater use of reading comprehension strategies before, during, and after reading and (b) that use of reading comprehension strategies will be associated with improvements in written and spoken language outcomes. The specific aims include (1) examining the effects of WLIFT intervention on use of reading comprehension strategies in functional texts by young adults with IDD, 2) examining the effects of the intervention on distal written language outcomes, and (3) examining the effects of the intervention on distal spoken language outcomes. The proposed study will enroll 40 young adults with IDD. Individuals in both groups will be assessed: (a) at the start of the study, (b) at the conclusion of intervention, and (c) six months following the conclusion of intervention. Individuals with IDD in the WLIFT group will receive 3-months of intervention that: (a) utilizes functional texts—activities of daily living that involve written language (e.g., text messages), (b) is specifically designed based on the phenotype of commonly occurring IDDs and is delivered at a critical time as young adults transition to independence, (c) involves teaching and assessing comprehension strategies implemented before, during, and after reading that have been previously shown to be associated with stronger written and spoken language skills in struggling readers, and (d) is implemented via telepractice to promote service delivery in meaningful contexts for the individual with IDD. The proposed research is significant because it is expected to apply, adapt, and evaluate written language strategies found to be effective in other populations of struggling readers, thereby advancing the field of language development in individuals with IDD, where there is a striking paucity of communication intervention research. This initial pilot study will demonstrate the feasibility, acceptability, and initial effects necessary to support a full-scale clinical trial in a future R01 application.

患有智力和发育障碍（IDD）的个体通常表现为有限的识字成就