Adults with intellectual disabilities (ID) with poor reading abilities Mental and Behavioural Disorders Adults with intellectual disabilities (ID) with poor reading abilities
Conditions
Interventions
This will be an individually-randomised feasibility study of adults with ID. We will recruit individuals from family homes, independent living, and small group settings (e.g. supported living and resi
Sponsors
University of Warwick
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Adults administratively defined as having an ID (i.e., through receipt of/being known to services) 2. Have the capacity to give informed consent 3. Have a level of competence in understanding English suitable to access Headsprout® Early Reading program (HER® [assessed using the HER® placement test]) 4. Can sound out words (although degree of articulation will not be a factor). (This is a requirement of the HER® component of the intervention) 5. Have access to appropriate internet-enabled technology 6. Either have basic mouse skills, or the capacity to be taught basic mouse skills 7. Are living in a setting in which they are getting daily living skills support supported by a support worker/family carer 8. Have access to a support worker who are themselves able to read and willing to support the individual for the duration of the study
Exclusion criteria
Exclusion criteria: 1. Visual impairments severe enough to limit their access to computer-based technology even with adaptations
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The feasibility of using a range of established outcome measures, proposed to test the intervention in a main trial, will be assessed: 1. Literacy measured using dynamic Indicators of Basic Early Literacy Skills (DIBELS) questionnaire at baseline and six-month follow-up 2. Reading self-efficacy using a novel questionnaire designed as part of the Patient and Public Involvement (PPI) workshops at baseline and six-month follow-up 3. Carer efficacy in supporting the person to read using a novel questionnaire designed as part of the Patient and Public Involvement (PPI) workshops at baseline and six-month follow-up 4. Quality of Life measured using the EQ5D-5L at baseline and six-month follow-up 5. Wellbeing measured using the Personal Well-Being Index Intellectual Disability version, completed by the person with ID and the family member/support staff member at baseline and six-month follow-up 6. Costs measured using the Client Service Receipt Inventory (CSRI) at baseline and six-month follow-up 7. Adherence to the READ-IT intervention measured using software that tracks progress through the intervention through the study and at six-month follow-up 8. Fidelity of READ-IT intervention delivery measured using a READ-IT self-rating of adherence tool during follow-up | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Recruitment rates measured via management data during recruitment 2. Feasibility of randomisation measured using qualitative interview post six-month follow-up 3. Retention rates measured via management data during follow-up to six months 4. Assessment of the barriers and facilitating factors for recruitment and engagement from the perspective of all stakeholders measured using qualitative interview post six-month follow-up 5. The acceptability of the established primary outcome measures measured using qualitative interview post six-month follow-up) 6. The views/experiences of adults with ID: regarding the READ-IT intervention and study processes measured using qualitative interview post six-month follow-up 7. The views/experiences of support workers and family carers delivering the READ-IT intervention and study processes measured using qualitative interview post six-month follow-up | — |
Countries
England, United Kingdom
Contacts
Public ContactElinor Coulman
Outcome results
None listed