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

IF 2.6 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2026-03-01 Epub Date: 2026-02-10 DOI:10.1016/j.ridd.2026.105250

Marthe Bilet-Mossige , Line Britt Ulriksen , Kenneth Larsen , Anders Nordahl-Hansen , Hugo Cogo-Moreira

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引用次数: 0

Abstract

Background

This cluster-randomized controlled trial aims to investigate the effects of an online video training platform versus in-person tutoring designed for teachers' to support the improvement of early reading skills for students with intellectual disabilities and/or Autism Spectrum Disorder who use augmentative and alternative communication (AAC).

Methods

The reading development of children with intellectual disabilities using AAC will be evaluated and investigated in a cluster randomized controlled trial. Schools will be randomly assigned to two groups. Teachers in the intervention group will be exposed to an online video training platform that provides tutoring on the reading intervention “Reading for all.” Teachers in the control group will receive the same intervention through in-person tutoring.

Discussion

Many children with intellectual disabilities who use AAC face several barriers to acquiring literacy. Research describes low expectations and competence, as well as a lack of evidence-based reading programs designed to meet these needs.

The generalizability of prior findings to different populations of children who use AAC is limited. Furthermore, few studies have examined the effectiveness of educator-delivered interventions in school settings. Video training allows teachers to flexibly initiate reading interventions across various times and locations, thereby reducing travel time and in-person tutoring. Moreover, its adaptability to various settings facilitates the testing of its generalizability. Online video training can provide a sustainable means of delivering interventions and provide ongoing access to interventions after the study period.

The online training deployed in this trial will contribute to the field of special education by leveraging a powerful, research-driven quantitative approach.

Trial registration

NCT06766188 Registered September 2025, version 2.

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一项采用在线视频教师培训的集群随机对照试验，通过辅助和替代交流提高智障学生的阅读技能：一项研究方案。

背景：本集群随机对照试验旨在调查在线视频培训平台与教师面对面辅导的效果，以支持使用辅助和替代沟通（AAC）的智力残疾和/或自闭症谱系障碍学生早期阅读技能的提高。方法：采用聚类随机对照试验对使用AAC的智力障碍儿童的阅读发展进行评价和研究。学校将被随机分为两组。干预组的教师将接触在线视频培训平台，该平台提供关于阅读干预“全民阅读”的辅导。对照组的教师将通过面对面的辅导接受同样的干预。讨论：许多使用AAC的智障儿童在获得读写能力方面面临着一些障碍。研究描述了低期望值和低能力，以及缺乏为满足这些需求而设计的循证阅读计划。先前的研究结果对使用AAC的不同儿童群体的通用性是有限的。此外，很少有研究调查了教育工作者在学校环境中提供干预措施的有效性。视频培训允许教师在不同的时间和地点灵活地发起阅读干预，从而减少旅行时间和面对面的辅导。此外，它对各种设置的适应性便于检验其泛化性。在线视频培训可以提供一种可持续的干预手段，并在研究结束后提供持续的干预手段。该试验中部署的在线培训将通过利用强大的、研究驱动的定量方法，为特殊教育领域做出贡献。试验注册：NCT06766188 2025年9月注册，版本2。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.