Adapting the Easy Read Adult Social Care Outcomes Toolkit (ASCOT-ER) for older social care users who need additional support to self-report

Adapting the Easy Read Adult Social Care Outcomes Toolkit (ASCOT-ER) for older social care users who need additional support to self-report: a content validity study

Status

Active, not recruiting

Phases

Unknown

Study type

Observational

Source

ISRCTN

Registry ID

ISRCTN16722548

Enrollment

Registered

2022-12-19

Start date

2023-01-09

Completion date

Unknown

Last updated

2026-03-23

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Social Care Other

Interventions

A co-production working group of 6-8 older social care users and their informal carers has been established to evaluate the comprehensiveness, relevance and comprehensibility of the ASCOT-ER images, w

IRAS 261263

https://determind.org.uk/) is led by Brighton and Sussex Medical School, Newcastle University and King’s College, London. It is aiming to recruit 900+ people living with dementia within 6 months of th

Eligibility

Sex/Gender

All

Age

65 Years to 100 Years

Inclusion criteria

Inclusion criteria: 1. Aged 65 years or over 2. Receiving community-based social care (e.g. home care, day centre, personal budget) 3. Living in their own or another person’s home 4. Needs help with questionnaires and paperwork (ie: stand to benefit from an Easy Read format) 5. Has capacity to consent

Exclusion criteria

Exclusion criteria: 1. Under 65 years 2. Live in a care home 3. Not receiving social care 4. Able to complete a questionnaire without help 5. Lacks capacity to consent

Design outcomes

Primary

Measure	Time frame
Cognitive interviews using a ‘think aloud’ method, with probing questions to assess comprehension, judgement (weighing up of response options) and response to each item, will be used to explore participants’ understanding of the newly adapted Adult Social Care Outcomes Toolkit (ASCOT) Easy Read questionnaire. The interviews will also explore the questionnaire layout, format and images. This will include making a note of issues relating to physical and sensory age-related decline (e.g. is the text big enough for people to read with their glasses on? Were there any barriers relating to holding a pen and making a mark in a box?). If the person is unable to self-complete (e.g. they repeatedly lose their place, do not understand how to respond, show signs of distress or ask for help/clarification on the same point more than once), the researcher will stop the cognitive interview and will instead administer the ASCOT-ER as a supported interview, using a staggered-reveal approach. Following the approach used in our previous research to develop and test the ASCOT-ER with adults with intellectual disabilities and autism, the analysis will be led by three main questions: a. Can participants understand the questions and response options? b. Are they able to answer the questions based on their own experiences? c. Do the pictures help people answer the questions? We will use framework analysis with the lenses of comprehension, interpretation, judgement, response, relevance and comprehensiveness to answer these questions. Participants will be classified as being ‘independent’ or ‘assisted’ in the response process with further classification as to whether the assistance was required to ‘manage’ the demands of the process (e.g. holding a pen, maintaining focus on topic) or related to ‘comprehensibility’ (e.g. ability to make sense of the domain through the text explanation or the pictorial).	—

Measure

Time frame

Cognitive interviews using a ‘think aloud’ method, with probing questions to assess comprehension, judgement (weighing up of response options) and response to each item, will be used to explore participants’ understanding of the newly adapted Adult Social Care Outcomes Toolkit (ASCOT) Easy Read questionnaire. The interviews will also explore the questionnaire layout, format and images. This will include making a note of issues relating to physical and sensory age-related decline (e.g. is the text big enough for people to read with their glasses on? Were there any barriers relating to holding a pen and making a mark in a box?). If the person is unable to self-complete (e.g. they repeatedly lose their place, do not understand how to respond, show signs of distress or ask for help/clarification on the same point more than once), the researcher will stop the cognitive interview and will instead administer the ASCOT-ER as a supported interview, using a staggered-reveal approach. Following the approach used in our previous research to develop and test the ASCOT-ER with adults with intellectual disabilities and autism, the analysis will be led by three main questions: a. Can participants understand the questions and response options? b. Are they able to answer the questions based on their own experiences? c. Do the pictures help people answer the questions? We will use framework analysis with the lenses of comprehension, interpretation, judgement, response, relevance and comprehensiveness to answer these questions. Participants will be classified as being ‘independent’ or ‘assisted’ in the response process with further classification as to whether the assistance was required to ‘manage’ the demands of the process (e.g. holding a pen, maintaining focus on topic) or related to ‘comprehensibility’ (e.g. ability to make sense of the domain through the text explanation or the pictorial).

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Secondary

Measure	Time frame
There are no secondary outcome measures	—

Countries

England, United Kingdom

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Apr 3, 2026