Sickle Cell DiseaseNCT00895154
A Rehabilitation Program in Children With Sickle Cell Disease and Cognitive Deficits: a Pilot Study
A study testing General Tutoring and Memory Training in people with Sickle Cell Disease, run by Washington University School of Medicine at 1 site in United States.
Trial summary
The overall goal of this project is to determine the feasibility of conducting a cognitive intervention for children with sickle cell disease. Read more about this study
- Who is it for?
- Ages 8 to 18 years
- Conditions the study is for
- Sickle Cell Disease
- What is being tested?
- General Tutoring and Memory Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 21 participants
- Where
- 1 siteUnited States
- Study dates
- Sep 2003to Dec 2014
- Phase
- Interventional
- Are there results?
- Yes, posted in the registrySummary in the doctors' view
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 8 to 18 years
- All sexes
- No healthy volunteers
- Child, Adult
Who may be able to join
- Sickle cell disease that is confirmed by hemoglobin analysis
- Has a brain magnetic resonance imaging (MRI) document reading by a neuroradiologist
- Cognitive deficits, which are defined by one standard deviation lower than the normal ranges of an age-based standard score in cognitive tests that are evaluated by a psychologist
- Must be a student who will remain in school for at least 2 years
- Must provide informed consent with assent in accordance with the institutional policies (institutional review board approval)
Who cannot join
- Known developmental delays (these participants are ineligible because their learning potential may be biased from a prior insult)
- Intelligent quotient is less than 50 (may have impaired learning potential)
- Aphasic (i.e., unable to produce intelligible speech)
Trial locations and contacts
1 site in 1 country.
United States1 site
Washington University School of Medicine/St. Louis Children's Hospital
St Louis, Missouri, 63110
About this study
The overall goal of this project is to determine the feasibility of conducting a cognitive intervention for children with sickle cell disease.
Read the detailed description
The primary aims of this clinical trial are:
- Determine the effectiveness of targeted learning and memory strategy remediation in students with sickle cell disease and cognitive deficits.
- Determine if there is improvement in academic achievement after targeted memory strategy remediation.
- Conditions
- Sickle Cell Disease
- Being tested
- General Tutoring, Memory Training
- Keywords
- Sickle Cell Disease, Sickle Cell, Memory, Learning, Achievement
- Medical subject headings
- Anemia, Sickle Cell
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
General TutoringBehavioural
Participants will be tutored for approximately 8-10 hours per month during the school year.
Memory TrainingBehavioural
Participants will receive memory training for approximately 8-10 hours per month during the school year.
| Study group | Role | What they receive |
|---|---|---|
| General Tutoring Group | Active comparator | Participants will receive general tutoring in the subject of his/her choice. Receives: Behavioral: General Tutoring |
| Tutoring + Memory Training Group | Experimental | Participants will receive tutoring and memory training. Receives: Behavioral: General Tutoring; Behavioral: Memory Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Full Scale IQ (FSIQ) (WASI)
The WASI is a brief, reliable measure of intelligence. Participants engage in 4 subtests: Block Design, Vocabulary, Similarities, and Matrix Reasoning. Participants receive a raw score on each of these 4 subtests. This raw score is converted to a T score using a score chart in the WASI manual. The T scores from all 4 subtests are summed together to obtain a Full Scale Sum of T Scores. This Full Scale Sum of T Scores is converted to a Full Scale IQ-4 Composite Score using a score chart published in the WASI manual. Higher scores indicate better intelligence. FSIQ-4 Range: 40-160. Average FSIQ-4 =100, standard deviation is +/- 15.
Measured: After >/= 50 hours of tutoring
Verbal IQ (PIQ) (WASI)
The VIQ score is comprised from the Vocabulary and Similarities subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Verbal Sum of T Scores. This score is converted to a Composite VIQ score using a score chart in the manual. Higher scores = better Verbal IQ. Range = 45-160. Average = 100; standard deviation +/- 15.
Measured: After >/= 50 hours of tutoring
Performance IQ (PIQ) (WASI)
The PIQ score is comprised from the Matrix Reasoning and Block Design subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Performance Sum of T Scores. This score is converted to a Composite PIQ score using a score chart in the manual. Higher scores = better Performance IQ. Range = 45-160. Average = 100; standard deviation +/- 15.
Measured: After >/= 50 hours of tutoring
Letter Word Identification T Score (WJ-III)
This sub-test measures a student's word identification skills. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Measured: After >/= 50 hours of tutoring
Reading Fluency T Score (WJ-III)
This sub-test measures a student's ability to read simple sentences quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Measured: After >/= 50 hours of tutoring
Calculations T Score (WJ-III)
This sub-test measures a student's ability to perform paper and pencil math computations.A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Measured: After >/= 50 hours of tutoring
Math Fluency T Score (WJ-III)
This sub-test measures a student's ability to solve simple addition, subtraction and multiplication facts quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Measured: After >/= 50 hours of tutoring
Spelling T Score (WJ-III)
This sub-test measures a student's ability to write orally presented words correctly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Measured: After >/= 50 hours of tutoring
California Verbal Learning Test-Children's Version (CVLT-C) List A Trials 1-5 Immediate Recall T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Measured: After >/= 50 hours of tutoring
CVLT-C Trials 1-5 Semantic Clustering T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The CVLT-C consists of five learning trials of 15 words which can be organized into three semantic categories. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Measured: After >/= 50 hours of tutoring
CVLT-C Trials 1-5 Short Delay Recall T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Measured: After >/= 50 hours of tutoring
CVLT-C Trials 1-5 Long Delay Recall T Score
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Measured: T scores were obtained at baseline and again at follow-up (after partcipant completed 50 hours of tutoring)
CVLT-C Trials 1-5 Recognition Discriminability T Score
TThe CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Measured: After >/= 50 hours of tutoring
Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T Score
The D-KEFS allows for the assessment of executive functions. There are 9 stand alone tests that can be individually or group administered. The Number-Letter Switching condition of the Trails Making sub-test specifically assesses flexibility of thinking on a visual-motor sequencing task. A participant's raw score (# of items answered correctly) is converted to a T score using tables provided in the manual. Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Measured: After >/= 50 hours of tutoring
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted8 May 2009 (estimated)
- Study startSep 2003
- Primary completionJul 2014
- Study completionDec 2014
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Posted resultsParticipant flow, outcome measures and adverse events reported by the sponsor.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for Sickle Cell DiseaseStudies of the same condition, open and under way.
- More trials run by Washington University School of MedicineThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 21 participants (actual)
Sponsor and investigators
- Lead sponsor
- Washington University School of Medicine
- Sponsor type
- University, hospital or other
- Collaborators
- National Heart, Lung, and Blood Institute (NHLBI), American Society of Hematology, Medical College of Wisconsin
- Responsible party
- Principal investigator, Allison King, Washington University School of Medicine
- Investigators
- Allison King, MD, MPH, Principal investigator, Washington University School of Medicine
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT00895154
- Sponsor's protocol ID
- 653
- Other IDs
- K23HL079073
- Status last verified
- Apr 2019
- First submitted
- 6 May 2009
- Last updated
- 15 May 2019
- Results posted
- Yes, on ClinicalTrials.gov
- Data monitoring committee
- No
Publications
Yerys BE, White DA, Salorio CF, McKinstry R, Moinuddin A, DeBaun M. Memory strategy training in children with cerebral infarcts related to sickle cell disease. J Pediatr Hematol Oncol. 2003 Jun;25(6):495-8. doi: 10.1097/00043426-200306000-00014.
PubMed 12794531King AA, White DA, McKinstry RC, Noetzel M, Debaun MR. A pilot randomized education rehabilitation trial is feasible in sickle cell and strokes. Neurology. 2007 Jun 5;68(23):2008-11. doi: 10.1212/01.wnl.0000264421.24415.16.
PubMed 17548550
Study at a glance
From the registry record, last updated by the sponsor on 15 May 2019. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- A Rehabilitation Program in Children With Sickle Cell Disease and Cognitive Deficits: a Pilot Study
- ClinicalTrials.gov ID
- NCT00895154
- Acronym / sponsor ID
- 653
- Conditions
- Sickle Cell Disease
- Keywords
- Sickle Cell Disease, Sickle Cell, Memory, Learning, Achievement
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 21 participants (actual)
- Lead sponsor
- Washington University School of MedicineUniversity, hospital or other
- Collaborators
- National Heart, Lung, and Blood Institute (NHLBI), American Society of Hematology, Medical College of Wisconsin
- Study start
- Sep 2003
- Primary completion
- Jul 2014 (actual)
- Study completion
- Dec 2014 (actual)
- First posted
- 8 May 2009 (estimated)
- Results
- Posted 15 May 2019
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The overall goal of this project is to determine the feasibility of conducting a cognitive intervention for children with sickle cell disease.
Detailed description
The primary aims of this clinical trial are:
- Determine the effectiveness of targeted learning and memory strategy remediation in students with sickle cell disease and cognitive deficits.
- Determine if there is improvement in academic achievement after targeted memory strategy remediation.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| General Tutoring Group | Active comparator | Behavioral: General TutoringParticipants will receive general tutoring in the subject of his/her choice. |
| Tutoring + Memory Training Group | Experimental | Behavioral: General Tutoring, Behavioral: Memory TrainingParticipants will receive tutoring and memory training. |
Who may qualify
- Ages
- 8 to 18 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult
Key inclusion criteria (5 listed)
- Sickle cell disease that is confirmed by hemoglobin analysis
- Has a brain magnetic resonance imaging (MRI) document reading by a neuroradiologist
- Cognitive deficits, which are defined by one standard deviation lower than the normal ranges of an age-based standard score in cognitive tests that are evaluated by a psychologist
- Must be a student who will remain in school for at least 2 years
- Must provide informed consent with assent in accordance with the institutional policies (institutional review board approval)
Key exclusion criteria (3 listed)
- Known developmental delays (these participants are ineligible because their learning potential may be biased from a prior insult)
- Intelligent quotient is less than 50 (may have impaired learning potential)
- Aphasic (i.e., unable to produce intelligible speech)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| General TutoringParticipants will be tutored for approximately 8-10 hours per month during the school year. | Behavioural | General Tutoring Group, Tutoring + Memory Training Group |
| Memory TrainingParticipants will receive memory training for approximately 8-10 hours per month during the school year. | Behavioural | Tutoring + Memory Training Group |
Primary outcome
Full Scale IQ (FSIQ) (WASI)
Time frame: After >/= 50 hours of tutoring
The WASI is a brief, reliable measure of intelligence. Participants engage in 4 subtests: Block Design, Vocabulary, Similarities, and Matrix Reasoning. Participants receive a raw score on each of these 4 subtests. This raw score is converted to a T score using a score chart in the WASI manual. The T scores from all 4 subtests are summed together to obtain a Full Scale Sum of T Scores. This Full Scale Sum of T Scores is converted to a Full Scale IQ-4 Composite Score using a score chart published in the WASI manual. Higher scores indicate better intelligence. FSIQ-4 Range: 40-160. Average FSIQ-4 =100, standard deviation is +/- 15.
Verbal IQ (PIQ) (WASI)
Time frame: After >/= 50 hours of tutoring
The VIQ score is comprised from the Vocabulary and Similarities subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Verbal Sum of T Scores. This score is converted to a Composite VIQ score using a score chart in the manual. Higher scores = better Verbal IQ. Range = 45-160. Average = 100; standard deviation +/- 15.
Performance IQ (PIQ) (WASI)
Time frame: After >/= 50 hours of tutoring
The PIQ score is comprised from the Matrix Reasoning and Block Design subtests of the WASI-4. The raw scores from these subtests are converted to T scores using score charts in the manual. The T scores are summed together for a Performance Sum of T Scores. This score is converted to a Composite PIQ score using a score chart in the manual. Higher scores = better Performance IQ. Range = 45-160. Average = 100; standard deviation +/- 15.
Letter Word Identification T Score (WJ-III)
Time frame: After >/= 50 hours of tutoring
This sub-test measures a student's word identification skills. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Reading Fluency T Score (WJ-III)
Time frame: After >/= 50 hours of tutoring
This sub-test measures a student's ability to read simple sentences quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Calculations T Score (WJ-III)
Time frame: After >/= 50 hours of tutoring
This sub-test measures a student's ability to perform paper and pencil math computations.A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Math Fluency T Score (WJ-III)
Time frame: After >/= 50 hours of tutoring
This sub-test measures a student's ability to solve simple addition, subtraction and multiplication facts quickly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Spelling T Score (WJ-III)
Time frame: After >/= 50 hours of tutoring
This sub-test measures a student's ability to write orally presented words correctly. A participant's raw score (# of items answered correctly) is converted to a T score using a program (Compuscore for the WJ III, Version 2.1). Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
California Verbal Learning Test-Children's Version (CVLT-C) List A Trials 1-5 Immediate Recall T Score
Time frame: After >/= 50 hours of tutoring
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
CVLT-C Trials 1-5 Semantic Clustering T Score
Time frame: After >/= 50 hours of tutoring
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The CVLT-C consists of five learning trials of 15 words which can be organized into three semantic categories. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
CVLT-C Trials 1-5 Short Delay Recall T Score
Time frame: After >/= 50 hours of tutoring
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
CVLT-C Trials 1-5 Long Delay Recall T Score
Time frame: T scores were obtained at baseline and again at follow-up (after partcipant completed 50 hours of tutoring)
The CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
CVLT-C Trials 1-5 Recognition Discriminability T Score
Time frame: After >/= 50 hours of tutoring
TThe CVLT®-C measures multi-trial learning and long-term recall abilities for verbal information. The Raw scores from all trials (1-5) are summed to calculate a Total Raw Score for Trials 1-5. This Raw score is converted to a T score using the CVLT-II Comprehensive Scoring System (computer system). A higher T score indicates better performance. Range = 0-100. Average =50 with a standard deviation of =/- 10 points.
Delis Kaplan Executive Function System (D-KEFS) Number/Letter Switching T Score
Time frame: After >/= 50 hours of tutoring
The D-KEFS allows for the assessment of executive functions. There are 9 stand alone tests that can be individually or group administered. The Number-Letter Switching condition of the Trails Making sub-test specifically assesses flexibility of thinking on a visual-motor sequencing task. A participant's raw score (# of items answered correctly) is converted to a T score using tables provided in the manual. Higher T scores = better performance. Range: 0-100. Average T score = 50; standard deviation =/- 10.
Results and safety
Loading the posted results from ClinicalTrials.gov…
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 May 2019.
- Posted resultsParticipant flow, baseline, all outcome measures and adverse events.
- Background: PubMed 12794531Yerys BE, White DA, Salorio CF, McKinstry R, Moinuddin A, DeBaun M. Memory strategy training in children with cerebral infarcts related to sickle cell disease. J Pediatr Hematol Oncol. 2003 Jun;25(6):495-8. doi: 10.1097/00043426-200306000-00014.
- Results publication: PubMed 17548550King AA, White DA, McKinstry RC, Noetzel M, Debaun MR. A pilot randomized education rehabilitation trial is feasible in sickle cell and strokes. Neurology. 2007 Jun 5;68(23):2008-11. doi: 10.1212/01.wnl.0000264421.24415.16.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Allison King, MD, MPH principal investigator
Washington University School of Medicine
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing General Tutoring and Memory Training in people with Sickle Cell Disease, run by Washington University School of Medicine at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 15 May 2019. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Yes. Results are posted in the registry (first posted 15 May 2019). A summary is in the For doctors view, and the full results are on ClinicalTrials.gov.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Full Scale IQ (FSIQ) (WASI) (time frame: After >/= 50 hours of tutoring). The study lists 14 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT00895154, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 May 2019.