Ignite Creation Date:
2024-05-06 @ 7:56 PM
Last Modification Date:
2024-10-26 @ 3:16 PM
Study NCT ID:
NCT06182033
Status:
COMPLETED
Last Update Posted:
2023-12-26
First Post:
2023-12-04
Brief Title:
Penetrating the Classroom Social Network for Children With Language Impairment Via Peer Mediated Intervention
Sponsor:
Ohio State University
Organization:
Ohio State University
Study Overview
Official Title:
Penetrating the Classroom Social Network for Children With Language Impairment Via Peer Mediated Intervention
Status:
COMPLETED
Status Verified Date:
2023-12
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
PEERS
Brief Summary:
This exploratory experiment is designed to determine the extent to which the socialization experiences and social behavioral and linguistic skills of preschoolers with language impairment LI can be improved The investigators implement a peer-mediated intervention in inclusive preschool classrooms randomly assigned to treatment n12 or control n13 conditions A focal child is identified in each classroom representing a child with LI 3 to 5 years of age who exhibits the poorest pragmatic-language skills and highest level of social exclusion in the classroom Over a 12-week period the focal children will receive peer-mediated intervention from identified peers who use strategies to engage the focal child socially during center time as supported by a classroom facilitator teacher aide Outcomes of interest include the overarching classroom social network and its embedded socialization processes eg frequency of child-to-child interaction the focal childs interactions with peers and exposure to peer talk and the focal childs social behavioral and linguistic skills The study employs state-of-the-art social network analyses to represent the classroom network at the child dyad and network level and is dynamically modeled over the academic year using advanced location-tracking technologies and voice-activated recorders to capture incoming and outgoing peer talk for the focal child The investigators anticipate the results of this study to yield significant theoretical and scientific impact Theoretically the investigators propose that improved socialization experiences in the preschool classroom can disrupt the social exclusion and peer maltreatment experienced by children with LI leading to accelerated growth in linguistic social and behavioral outcomes for children with LI
Detailed Description:
This study involves 25 inclusive preschool classrooms The study uses an randomized controlled trial to estimate treatment impacts of a peer-mediated intervention with 12 classrooms assigned to the treatment condition and 13 to the control condition Within each classroom the focal participants are children isolated from their classroom social network with low pragmatic language skills One target child is selected per classroom using a priori exclusionary and inclusionary criteria In the fall of each year simple random assignment is used to allocate classrooms to the treatment group and to the control group First investigators identify all childrens positions within the classroom social network using a teacher matrix conducted in fall of the academic year from this network a child-level social network index is calculated ie individual degree centrality lower scores are characteristic of social exclusion Second teachers simultaneously complete the Developmental Pragmatic Profile DPP for each child in the classroom Finally among the participating focal children investigators select the target child based on the lowest centrality scored weighted by DPP score so that focal children represent the most socially isolated children with the poorest social-pragmatic communication skills Children and teachers participate for a 9-month period and the primary approach to treatment for focal children is described here Specifically focal children in classrooms randomized to the treatment condition receive peer-mediated pivotal response training PRT per procedures detailed by Brock et al PRT procedures are facilitated by a classroom facilitator-a classroom teacher or teaching assistant-who receives ongoing training and support from research staff
First investigators provide a one-on-one 1-h training session for each facilitator that focuses on how to identify initially train and then support peers on a day-to-day basis during center time Second investigators partner with the facilitator to identify two peers who a demonstrate good social skills b respond well to adult directions c have consistent attendance and d do not have a history of negative interactions with the target student The facilitator explicitly identifies the focal child buddy and asks the children to use three strategies to play with the buddy during center time a offer buddy some play options b show and talk about how to play with buddy c compliment buddy At each training session the facilitator describes one strategy provides examples and has peers practice the strategy through role play During the role play the facilitator encourages and coaches peers to use the strategy as intended The facilitator then provides ongoing support to peers during center time to implement the strategies by helping peers to set goals immediately before center time for use of the strategies regularly encouraging peers and supporting peers to use the strategies praising peers for use of the strategies and reviewing peers goals and interactions with the focal child at the end of center time Facilitators provide this support during center time at least three times weekly for a 12-week period The investigators propose that improved socialization experiences in the preschool classroom for focal children can disrupt the social exclusion leading to accelerated growth in linguistic social and behavioral outcomes
First investigators provide a one-on-one 1-h training session for each facilitator that focuses on how to identify initially train and then support peers on a day-to-day basis during center time Second investigators partner with the facilitator to identify two peers who a demonstrate good social skills b respond well to adult directions c have consistent attendance and d do not have a history of negative interactions with the target student The facilitator explicitly identifies the focal child buddy and asks the children to use three strategies to play with the buddy during center time a offer buddy some play options b show and talk about how to play with buddy c compliment buddy At each training session the facilitator describes one strategy provides examples and has peers practice the strategy through role play During the role play the facilitator encourages and coaches peers to use the strategy as intended The facilitator then provides ongoing support to peers during center time to implement the strategies by helping peers to set goals immediately before center time for use of the strategies regularly encouraging peers and supporting peers to use the strategies praising peers for use of the strategies and reviewing peers goals and interactions with the focal child at the end of center time Facilitators provide this support during center time at least three times weekly for a 12-week period The investigators propose that improved socialization experiences in the preschool classroom for focal children can disrupt the social exclusion leading to accelerated growth in linguistic social and behavioral outcomes
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None