Trial record 1 of 25 for:    "Dyslexia"
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Group-based Training for Parents of Children With Dyslexia

This study is ongoing, but not recruiting participants.
Sponsor:
Information provided by (Responsible Party):
Bettina Multhauf, University of Heidelberg Medical Center
ClinicalTrials.gov Identifier:
NCT02107534
First received: April 3, 2014
Last updated: NA
Last verified: April 2014
History: No changes posted
  Purpose

Children with dyslexia show a variety of comorbid disorders like behavior and adaptive disorders, hyperkinetic and anxiety disorders. Raising and educating a child with dyslexia is a challenging task for parents. Studies show that parents of children with dyslexia suffer under depressive symptoms and higher parenting stress. In order to support the child's academic development many parents of children with dyslexia practice reading and writing more often and show controlling and maladaptive behavior. As a result learning motivation of the child decreases and later homework situations are influenced in a negative way.

Consequently, it is necessary to provide parent training on appropriate behavior with homework and academic exercises, in order to raise parent's competences, reduce parenting stress and promote learning motivation of the child. In the German-speaking area there is a lack of elaborated and evaluated programs for parents of dyslexic children. Therefore, a group program that especially addresses the needs of these parents was devised. The study aims at evaluating the effects of the parent training. We hypothesize that the treatment reduces parenting stress and raises competences of the parents.

Forty-one mothers of third graders with dyslexia were randomly assigned to the group-based parent training program (N=25) or a waiting list control group (N=16). Only children who performed in the normal range on the test measuring cognitive abilities (IQ > 70) and who scored below average in at least one test measuring reading or writing (T-Score < 40) were included. Children with significant deficits in hearing or vision, pervasive developmental disorder or genetic disorders were excluded. Data of children and their mothers were collected prior to intervention, directly after intervention and three months after intervention. For investigating training effects at all time points parenting stress and competences in supporting academic development, mastering homework situations and attachment to the child were measured. Parents of the waiting list control group had the possibility to take part in the parent training after the follow-up was completed.

The intervention program consists of five two-hour sessions held biweekly. The training lasts about 10 weeks. It is designed for group sizes of three to ten persons. It follows a cognitive-behavioral approach. The training aims at knowledge transfer about dyslexia, raising parent's empathy for the child's difficulties in reading and writing, promoting parent's competencies and self-efficacy in handling dyslexia within the family context and during homework situations, sensitization for opportunities of integrating reading and writing into daily life and reduction of parental stress. The main topics covered are requirements and phases of acquisition of written language, the causes of dyslexia, helpful strategies for managing homework and exercises, facilitation of literacy in everyday life and dealing with dyslexia. Methods used are brief lectures, example cases, group discussions and practice, as well as homework tasks. Written handouts summarizing important topics are given at every session.

A benefit of enrolling in the study is that parents get information concerning the academic development of their children. At the moment it is not sure whether parents profit from participating in the training because effects have not been investigated yet. The study takes place at the University of Heidelberg (Children's Hospital) and the Early Intervention Centre in Heidelberg. The study started in January 2012 and is expired to end in October 2014. Participants have been recruited two times, at the beginning of a school year. The timeline for every study flow was similar. Pretests took place in September and October; parent training started in December and lasted until February. Post-Test took place in February and March. Follow-Up measurements were realized from June to July. The study is funded by the Günter Reimann-Dubbers foundation of Heidelberg. The main contact for the study is Bettina Multhauf (M.Sc. Psych.), e-mail: fruehinterventionszentrum@googlemail.com


Condition Intervention
Dyslexia
Reading Disorder
Reading Disability
Developmental Reading Disorder
Behavioral: parent training (dyslexia)

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single Blind (Outcomes Assessor)
Primary Purpose: Treatment
Official Title: Evaluation of a Group-based Training for Parents of Children With Dyslexia

Resource links provided by NLM:


Further study details as provided by University of Heidelberg Medical Center:

Primary Outcome Measures:
  • Change from Baseline in Parenting Stress Index at 12 weeks [ Time Frame: 20 weeks ] [ Designated as safety issue: No ]

Secondary Outcome Measures:
  • Change in Baseline in Parenting Stress Index at 36 weeks [ Time Frame: 36 weeks ] [ Designated as safety issue: No ]

Estimated Enrollment: 42
Study Start Date: January 2012
Estimated Study Completion Date: October 2014
Estimated Primary Completion Date: September 2014 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: parent training (dyslexia)
Participants take part in parent training, five two-hour sessions held biweekly.
Behavioral: parent training (dyslexia)
The intervention program is designed for group sizes of three to ten persons. A cognitive behavioral approach was chosen.
No Intervention: wait list control group
Participants of the waiting list control group had the possibility to take part in the parent training after the follow-up was completed.

  Eligibility

Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   No
Criteria

Inclusion Criteria:

  • Only children in grade three who performed in the normal range on the test measuring cognitive abilities (IQ > 70) and who scored below average in at least one test measuring reading or writing (T-Score < 40) were included.

Exclusion Criteria:

  • Children with significant deficits in hearing or vision, pervasive developmental disorder or genetic disorders were excluded.
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its ClinicalTrials.gov identifier: NCT02107534

Locations
Germany
University of Heidelberg Medical Center
Heidelberg, Baden-Württemberg, Germany, 69120
Sponsors and Collaborators
University of Heidelberg Medical Center
Investigators
Principal Investigator: Joachim Pietz, Prof. Dr. University Heidelberg Medical Centre
  More Information

Additional Information:
No publications provided

Responsible Party: Bettina Multhauf, University of Heidelberg Medical Center
ClinicalTrials.gov Identifier: NCT02107534     History of Changes
Other Study ID Numbers: S-480/2012
Study First Received: April 3, 2014
Last Updated: April 3, 2014
Health Authority: Germany: Ethics Commission

Keywords provided by University of Heidelberg Medical Center:
parent training
homework
parenting stress

Additional relevant MeSH terms:
Dyslexia
Disease
Pathologic Processes
Language Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases
Learning Disorders
Signs and Symptoms
Mental Disorders Diagnosed in Childhood
Mental Disorders

ClinicalTrials.gov processed this record on September 18, 2014