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Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT00246792
Recruitment Status : Unknown
Verified November 2005 by University of Toronto.
Recruitment status was:  Recruiting
First Posted : October 30, 2005
Last Update Posted : February 17, 2006
Social Sciences and Humanities Research Council of Canada
Information provided by:
University of Toronto

Tracking Information
First Submitted Date  ICMJE October 28, 2005
First Posted Date  ICMJE October 30, 2005
Last Update Posted Date February 17, 2006
Study Start Date  ICMJE September 2004
Primary Completion Date Not Provided
Current Primary Outcome Measures  ICMJE
 (submitted: November 8, 2005)
  • Child Behaviour Checklist (Achenbach, 2001)
  • Youth Report Form (Achenbach, 2001)
  • Teacher Report Form (Achenbach, 2001)
Original Primary Outcome Measures  ICMJE
 (submitted: October 28, 2005)
Child behaviour checklist
Change History
Current Secondary Outcome Measures  ICMJE
 (submitted: November 8, 2005)
  • 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
Original Secondary Outcome Measures  ICMJE
 (submitted: October 28, 2005)
Use report form
Current Other Pre-specified Outcome Measures Not Provided
Original Other Pre-specified Outcome Measures Not Provided
Descriptive Information
Brief Title  ICMJE Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities
Official Title  ICMJE Enhancing Self-Understanding and Social Integration of Middle School Students With Learning Disabilities
Brief Summary 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.
Detailed Description


  1. Deliver an ecologically informed school-based intervention that addresses individual, social and environmental factors, to improve the adjustment of students with LD
  2. Examine the efficacy of the intervention
  3. Contribute to knowledge of the factors that influence the adjustment of students with LD
  4. 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:

  1. 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.
  2. Workshops on understanding LD for teachers, parents, and students without LD (grades 6-8).
Study Type  ICMJE Interventional
Study Phase  ICMJE Phase 2
Phase 3
Study Design  ICMJE Allocation: Non-Randomized
Intervention Model: Crossover Assignment
Masking: Single
Primary Purpose: Treatment
Condition  ICMJE Learning Disability
Intervention  ICMJE Behavioral: Group treatment
Study Arms  ICMJE Not Provided
Publications * Not Provided

*   Includes publications given by the data provider as well as publications identified by Identifier (NCT Number) in Medline.
Recruitment Information
Recruitment Status  ICMJE Unknown status
Enrollment  ICMJE Not Provided
Original Enrollment  ICMJE Not Provided
Study Completion Date  ICMJE December 2006
Primary Completion Date Not Provided
Eligibility Criteria  ICMJE

Inclusion Criteria:

  • Grades 6-8 with identified LD
  • Must demonstrate need for psychosocial intervention based on results on measures

Exclusion Criteria:

  • Cannot meet criteria for conduct disorder on the Teacher Report Form
Sex/Gender  ICMJE
Sexes Eligible for Study: All
Ages  ICMJE 10 Years to 15 Years   (Child)
Accepts Healthy Volunteers  ICMJE Yes
Contacts  ICMJE Contact information is only displayed when the study is recruiting subjects
Listed Location Countries  ICMJE Canada
Removed Location Countries  
Administrative Information
NCT Number  ICMJE NCT00246792
Other Study ID Numbers  ICMJE 14596
Has Data Monitoring Committee Not Provided
U.S. FDA-regulated Product Not Provided
IPD Sharing Statement  ICMJE Not Provided
Responsible Party Not Provided
Study Sponsor  ICMJE University of Toronto
Collaborators  ICMJE
  • Social Sciences and Humanities Research Council of Canada
  • Integra
Investigators  ICMJE
Principal Investigator: Faye Mishna, PhD University of Toronto
PRS Account University of Toronto
Verification Date November 2005

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP