Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities
Recruitment status was Recruiting
Research and intervention programs for students with learning disabilities (LD) typically address child and family characteristics without examining the school context and conditions that affect adjustment. Focusing on the student with LD can highlight the child and family’s deficits. An ecological theoretical framework guides this research project, a collaboration of the University of Toronto, Faculty of Social Work and Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Integra and the Toronto Catholic District School Board. This framework is based on the assumption that people are very much part of and affected by social and environmental settings. Accordingly, it is important not to see the adjustment problems of children with LD as being caused only by their LD. Instead, their academic and social problems are seen as unfolding in larger circumstances that include other children, the classroom, the school, the family and the community. These many factors act together to influence the child with LD and must be taken into account along with individual characteristics of the child.
|Study Design:||Allocation: Non-Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Crossover Assignment
Masking: Single Blind
Primary Purpose: Treatment
|Official Title:||Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities|
- Child Behaviour Checklist (Achenbach, 2001)
- Youth Report Form (Achenbach, 2001)
- Teacher Report Form (Achenbach, 2001)
- Self-Perception Profile for Children (Harter, 1985)
- The Children’s Loneliness Questionnaire (Asher & Wheeler, 1985)
- The Self Advocacy Interview for Students (Brunello-Prudencio, 2001)
- Qualitative interviews with selected participants
|Study Start Date:||September 2004|
|Estimated Study Completion Date:||December 2006|
- Deliver an ecologically informed school-based intervention that addresses individual, social and environmental factors, to improve the adjustment of students with LD
- Examine the efficacy of the intervention
- Contribute to knowledge of the factors that influence the adjustment of students with LD
- Circulate this information to those who live and work with students with LD in order to offer understanding and direction for programs and interventions and to facilitate cross-sector collaboration
The research will utilize both quantitative and qualitative methodologies. 6 schools will be selected. 3 will receive the intervention in year 1 (2004-2005 school year), comprising 1) group treatment, 2) workshops, and 3) consultation. The other 3 schools will be controls in year 1 and receive the intervention in year 2 (2005-2006 school year).
Students in grades 6-8, identified as having LD will be offered the opportunity to participate in the project (with parental consent). This project comprises 3 components:
- School-based group treatment for students in grades 6-8 with LD and psychosocial problems. Group treatment will focus on assisting participants to understand the impact of their LD as well as on development of self-advocacy skills.
- Workshops on understanding LD for teachers, parents, and students without LD (grades 6-8).
|Contact: Faye Mishna, PhD||(416) email@example.com|
|Contact: Barbara Muskat, MSW||(416) 486-8055 ext firstname.lastname@example.org|
|University of Toronto||Recruiting|
|Toronto, Ontario, Canada, M5S 1A1|
|Contact: Faye Mishna, PhD (4126) 978-1385 email@example.com|
|Contact: Joanne Daciuk (416) 978-5720 firstname.lastname@example.org|
|Principal Investigator:||Faye Mishna, PhD||University of Toronto|