AutismNCT06766188
Online Video Training for Teachers to Improve Reading Skills in Children Using Augmentative and Alternative Communication
A study testing Online Video training for Teachers based on Reading for all in people with Autism and Intellectual Disabilities, run by Ostfold University College at 1 site in Norway.
Trial summary
The aim of this study is to investigate , via a randomized control trial (RCT), the effectiveness of an online video training platform designed for teachers to support the improvement of basic reading skills of children with intellectual disabilities (ID) who require augmentative and alternative communication (AAC). Read more about this study
- Who is it for?
- Ages 6 to 14 years
- Conditions the study is for
- Autism, Intellectual Disabilities
- What is being tested?
- Online Video training for Teachers based on Reading for all
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 70 participants
- Where
- 1 siteNorway
- Study dates
- 25 Nov 2024to 18 Mar 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 6 to 14 years
- All sexes
- No healthy volunteers
- Child
Who may be able to join
- ages 6-14 years,
- diagnosed with intellectual disability, confirmed by multidisciplinary assessments carried out by the Child rehabilitation service,
- not have a functional speech, i.e. require AAC to understand and make oneself understood,
- must use AAC as their primary form of communication,
- cannot follow ordinary curricula (LK20) but have their own education plan.
Who cannot join
- having a severe visual impairment and not being able to decode single words (e.g., severe hearing impairment).
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
About this study
The aim of this study is to investigate , via a randomized control trial (RCT), the effectiveness of an online video training platform designed for teachers to support the improvement of basic reading skills of children with intellectual disabilities (ID) who require augmentative and alternative communication (AAC). This intervention will include 14 schools and 70 students with ID who require AAC age 6-14 years old. The research question is:
- What is the difference between online video training and in-person training on improving word-level readig skills and phonological awareness?
Read more
The students will work with a reading material, Reading for All, that follow the strategies of Accessible Literacy Learning, developed by Janice Light and David McNaughton. Reading for All is based on the research of Janice Light and David McNaughton. The reading material are adapted for AAC-users and the students can answer with pointing or their AAC-systems. Teachers will implement the instructions at the students familiar place at school for three to five days, each week, for a year.
The reading material consist of tasks in sound blending, letter-sound correspondence, phoneme segmentation, sight words, shared reading and decoding. The teachers will use evidence based, systematic and explicit instructions and immediate and corrective feedback
Read the detailed description
Children with disabilities who require AAC may experiance challenges in various areas development, including communication skills, speech, language, cognitive and conceptual development, literacy, social participation, access to education, and overall quality of lifte. Acquiring reading skills may lead to higher levels of communication. Students who require AAC may be more dependent on others to provide and teach symbols to represent their language. Acquireing reading skills, may incrace the possibility to independently express themselves, and increace their access to for example text based communication devices.
There is a laci of evidence-based reading material adapted for students with ID who require AAC.
Primary outcomes will be assessed six times every two months over one year. The reading test are based on the reading material, which will be validated before the beginning of the trial.
Secondary outcome: four-time points (baseline, fourth, eighth, and twelfth month).
- Conditions
- Autism, Intellectual Disabilities
- Being tested
- Online Video training for Teachers based on Reading for all
- Keywords
- intellectual disabilities, AAC, Shared reading, reading intervention, Sound blending, letter-sound correspondence, Phoneme segmentation, Decoding, sight words, education, online video training
- Medical subject headings
- Autistic Disorder, Intellectual Disability
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Online Video training for Teachers based on Reading for allOther
Reading intervention over a year for students with intellectual disabilities who use AAC. This study included teachers from 14 different schools and 8 municipalities and their students. It is two arms in the intervention, with approximately 7 schools and their teachers in "video training for teachers" and "in person mentoring for teachers". The schools are randomized into these two groups, but in both groups, they will carry out the same intervention.
The students in both groups will work explicitly and systematically with the reading material "Reading for all", which is based on the research of, among others, Janice Light and David McNaughton, and their reading program "Accessible Literacy Learning (ALL)".
| Study group | Role | What they receive |
|---|---|---|
| Video training for teachers | Active comparator | It is 14 schools and they will be randomized into two groups. The teachers at seven schools will receive video training on how to carry out the reading intervention. Receives: Other: Online Video training for Teachers based on Reading for all |
| In-person mentoring for teachers | Experimental | It is 14 schools and they will be randomized into two groups. The teachers at seven schools will receive in-person training on how to carry out the reading intervention Receives: Other: Online Video training for Teachers based on Reading for all |
What is being measured
The primary outcome is the main question the study is designed to answer.
Early reading skills outcome
Primary outcome will be assessed six times every two months over one year.
- Sound blending [score ranging from 0 to 15] involves testing the student's ability to combine individual sounds into words.
- Letter-sound correspondence [score ranging from 0 to 25] involves testing the students' ability to correspond between the sounds of speech (phonemes) and the written letters representing speech (graphemes).
- Phoneme segmentation [score ranging from 0 to 20] tests students' ability to segment the first phoneme of the word (e.g., s for sun).
Measured: From intervention start to the end of intervention at twelve months
Secondary outcomes (2)
Reading outcome
The Secondary Outcome: four-time points (baseline, fourth, eighth, and twelfth month).
- Recognition of sight words [score ranging from 0 to 20] measures the student's ability to recognize words learned by sight.
- Decoding [score ranging from 0 to 20] evaluates students' ability to recognize the letters in the word, associate each letter with its corresponding sound, hold these sounds in sequence in working memory, blend the sounds to determine the word, retrieve the meaning of the word.
Measured: From intervention start to the end of intervention at twelve months
Vocabulary
The teachers will map the students communicative competance by using MacArthur-Bates Communicative Development Inventories (MCDI before and after the reading intervention to measure development of vocabulary. Score range for word and gestures have 391 words and word and sentences have 731 words.
Measured: From intervention start to the end of intervention at twelve months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted9 Jan 2025
- Study start25 Nov 2024
- Primary completion17 Mar 2025 (estimated)
- Study completion18 Mar 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (3)Papers the sponsor has linked to this study.
- Other trials for AutismStudies of the same condition, open and under way.
- 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
- Model description
- Randomized controlled trial
- Masking
- Single blind
- Who is masked
- Investigator
- Enrolment
- 70 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Ostfold University College
- Sponsor type
- University, hospital or other
- Collaborators
- University of South-Eastern Norway, Federal University of São Paulo
- Responsible party
- Sponsor
- Investigators
- Hugo Cogo Moreira, Professor, Principal investigator, Ostfold University College
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06766188
- Sponsor's protocol ID
- 689536
- Other IDs
- 344349
- Status last verified
- Feb 2025
- First submitted
- 29 Nov 2024
- Last updated
- 19 Feb 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Following the FAIR Data Principles, the trial protocol, its registration, and models created to analyze the data during the project will be made available on platforms such as OSF and https://clinicaltrials.gov/. Project objectives and results will be communicated to the general public through newsletters, social media, mainstream media (regional newspaper), and presentations at showcase events. Lastly, we plan to launch a publicly accessible website of the project, describing the project, including its goals and the partners.
Publications
Ulriksen LB, Bilet-Mossige M, Cogo-Moreira H, Oien R, Nordahl-Hansen A. Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance. Res Dev Disabil. 2024 Aug;151:104790. doi: 10.1016/j.ridd.2024.104790. Epub 2024 Jun 26.
PubMed 38935986Ulriksen LB, Bilet-Mossige M, Moreira HC, Larsen K, Nordahl-Hansen A. Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials. 2023 Jun 27;24(1):433. doi: 10.1186/s13063-023-07452-4.
PubMed 37370125Bilet-Mossige M, Ulriksen LB, Larsen K, Nordahl-Hansen A, Cogo-Moreira H. A cluster-RCT deploying online video teacher training to improve reading skills in students with intellectual disabilities using augmentative and alternative communication: A study protocol. Res Dev Disabil. 2026 Mar;170:105250. doi: 10.1016/j.ridd.2026.105250. Epub 2026 Feb 10.
PubMed 41671743
Study at a glance
From the registry record, last updated by the sponsor on 19 Feb 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Online Video Training for Teachers to Improve Reading Skills in Children Using Augmentative and Alternative Communication
- ClinicalTrials.gov ID
- NCT06766188
- Acronym / sponsor ID
- 689536
- Conditions
- Autism, Intellectual Disabilities
- Keywords
- intellectual disabilities, AAC, Shared reading, reading intervention, Sound blending, letter-sound correspondence, Phoneme segmentation, Decoding
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 70 participants (estimated)
- Lead sponsor
- Ostfold University CollegeUniversity, hospital or other
- Collaborators
- University of South-Eastern Norway, Federal University of São Paulo
- Study start
- 25 Nov 2024 (actual)
- Primary completion
- 17 Mar 2025 (estimated)
- Study completion
- 18 Mar 2026 (estimated)
- First posted
- 9 Jan 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The aim of this study is to investigate , via a randomized control trial (RCT), the effectiveness of an online video training platform designed for teachers to support the improvement of basic reading skills of children with intellectual disabilities (ID) who require augmentative and alternative communication (AAC). This intervention will include 14 schools and 70 students with ID who require AAC age 6-14 years old. The research question is:
- What is the difference between online video training and in-person training on improving word-level readig skills and phonological awareness?
The students will work with a reading material, Reading for All, that follow the strategies of Accessible Literacy Learning, developed by Janice Light and David McNaughton. Reading for All is based on the research of Janice Light and David McNaughton. The reading material are adapted for AAC-users and the students can answer with pointing or their AAC-systems. Teachers will implement the instructions at the students familiar place at school for three to five days, each week, for a year.
The reading material consist of tasks in sound blending, letter-sound correspondence, phoneme segmentation, sight words, shared reading and decoding. The teachers will use evidence based, systematic and explicit instructions and immediate and corrective feedback
Detailed description
Children with disabilities who require AAC may experiance challenges in various areas development, including communication skills, speech, language, cognitive and conceptual development, literacy, social participation, access to education, and overall quality of lifte. Acquiring reading skills may lead to higher levels of communication. Students who require AAC may be more dependent on others to provide and teach symbols to represent their language. Acquireing reading skills, may incrace the possibility to independently express themselves, and increace their access to for example text based communication devices.
There is a laci of evidence-based reading material adapted for students with ID who require AAC.
Primary outcomes will be assessed six times every two months over one year. The reading test are based on the reading material, which will be validated before the beginning of the trial.
Secondary outcome: four-time points (baseline, fourth, eighth, and twelfth month).
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (investigator)
- Number of arms
- 2
- Model description
- Randomized controlled trial
| Arm | Type | Receives |
|---|---|---|
| Video training for teachers | Active comparator | Other: Online Video training for Teachers based on Reading for allIt is 14 schools and they will be randomized into two groups. The teachers at seven schools will receive video training on how to carry out the reading intervention. |
| In-person mentoring for teachers | Experimental | Other: Online Video training for Teachers based on Reading for allIt is 14 schools and they will be randomized into two groups. The teachers at seven schools will receive in-person training on how to carry out the reading intervention |
Who may qualify
- Ages
- 6 to 14 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child
Key inclusion criteria (5 listed)
- ages 6-14 years,
- diagnosed with intellectual disability, confirmed by multidisciplinary assessments carried out by the Child rehabilitation service,
- not have a functional speech, i.e. require AAC to understand and make oneself understood,
- must use AAC as their primary form of communication,
- cannot follow ordinary curricula (LK20) but have their own education plan.
Key exclusion criteria (1 listed)
- having a severe visual impairment and not being able to decode single words (e.g., severe hearing impairment).
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 |
|---|---|---|
| Online Video training for Teachers based on Reading for allReading intervention over a year for students with intellectual disabilities who use AAC. This study included teachers from 14 different schools and 8 municipalities and their students. It is two arms in the intervention, with approximately 7 schools and their teachers in "video training for teachers" and "in person mentoring for teachers". The schools are randomized into these two groups, but in both groups, they will carry out the same intervention. The students in both groups will work explicitly and systematically with the reading material "Reading for all", which is based on the research of, among others, Janice Light and David McNaughton, and their reading program "Accessible Literacy Learning (ALL)". | Other | In-person mentoring for teachers, Video training for teachers |
Primary outcome
Early reading skills outcome
Time frame: From intervention start to the end of intervention at twelve months
Primary outcome will be assessed six times every two months over one year. * Sound blending [score ranging from 0 to 15] involves testing the student's ability to combine individual sounds into words. * Letter-sound correspondence [score ranging from 0 to 25] involves testing the students' ability to correspond between the sounds of speech (phonemes) and the written letters representing speech (graphemes). * Phoneme segmentation [score ranging from 0 to 20] tests students' ability to segment the first phoneme of the word (e.g., s for sun).
2 secondary outcomes
Reading outcome
Time frame: From intervention start to the end of intervention at twelve months
Vocabulary
Time frame: From intervention start to the end of intervention at twelve months
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 19 Feb 2025.
- Background: PubMed 38935986Ulriksen LB, Bilet-Mossige M, Cogo-Moreira H, Oien R, Nordahl-Hansen A. Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance. Res Dev Disabil. 2024 Aug;151:104790. doi: 10.1016/j.ridd.2024.104790. Epub 2024 Jun 26.
- Background: PubMed 37370125Ulriksen LB, Bilet-Mossige M, Moreira HC, Larsen K, Nordahl-Hansen A. Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials. 2023 Jun 27;24(1):433. doi: 10.1186/s13063-023-07452-4.
- Derived from this study: PubMed 41671743Bilet-Mossige M, Ulriksen LB, Larsen K, Nordahl-Hansen A, Cogo-Moreira H. A cluster-RCT deploying online video teacher training to improve reading skills in students with intellectual disabilities using augmentative and alternative communication: A study protocol. Res Dev Disabil. 2026 Mar;170:105250. doi: 10.1016/j.ridd.2026.105250. Epub 2026 Feb 10.
- Individual participant dataSharing planned: Yes. Following the FAIR Data Principles, the trial protocol, its registration, and models created to analyze the data during the project will be made available on platforms such as OSF and https://clinicaltrials.gov/. Project objectives and results will be communicated to the general public through newsletters, social media, mainstream media (regional newspaper), and presentations at showcase events. Lastly, we plan to launch a publicly accessible website of the project, describing the project, including its goals and the partners.
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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.
Hugo Cogo Moreira, Professor principal investigator
Ostfold University College
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Online Video training for Teachers based on Reading for all in people with Autism and Intellectual Disabilities, run by Ostfold University College at 1 site in Norway.
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 1 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: enrolling by invitation, as of the sponsor's last update on 19 Feb 2025. 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 Norway. 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?
This study is still under way. Results are not available in the source record yet.
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?
Early reading skills outcome (time frame: From intervention start to the end of intervention at twelve months). 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 NCT06766188, which also lists 3 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 19 Feb 2025.