NCT05445596

Improving Treatment for Children With Intellectual and Developmental Disabilities and Problem Behavior in Schools

Terminated NA Last updated 14 March 2023

What this trial tests

NA trial testing Functional communication training in Problem Behavior in 1 participant. Terminated before completion.

Timeline

1 September 2022

Primary endpoint
20 December 2022

20 December 2022

Quick facts

Lead sponsor	Western Kentucky University
Phase	NA
Status	Terminated
Study type	INTERVENTIONAL
Allocation	na
Design	single group
Masking	none
Primary purpose	treatment
Enrollment	1
Start date	1 September 2022
Primary completion	20 December 2022
Estimated completion	20 December 2022
Sites	1 location across United States

Drugs / interventions tested

• Functional communication training

Conditions studied

• Problem Behavior — all drugs for Problem Behavior →
• Intellectual Disability — all drugs for Intellectual Disability →
• Developmental Disorder — all drugs for Developmental Disorder →

Sponsor

Western Kentucky University

Who can join

Adults 3 to 11, any sex, with Problem Behavior or Intellectual Disability. Patients with the condition only — healthy volunteers not accepted.

Sponsor's own description

Children with intellectual and developmental disabilities (IDDs) often engage in problem behavior, and functional communication training (FCT) is a commonly used treatment for problem behavior in clinical settings. During FCT, children learn prosocial ways to request functional reinforcers (e.g., "their way") instead of using problem behavior. For example, a child who engages in self-injury to escape math instruction may be taught to exchange a break picture card to receive a brief break from the math task as an alternative to self-injury. While the efficacy of FCT is well established, less is known about its effects in school settings when procedures are necessarily adapted for feasibility. The purpose of this investigation is to develop and evaluate methods for implementing FCT for children with IDDs in school settings. The investigators will use single case experimental design, in which each participant will serve as their own control, to address the research questions. First, the investigators will evaluate the effects of providing higher quality, longer duration reinforcement for appropriate requests relative to problem behavior (e.g., 1-minute break with a preferred activity versus 20-s break alone) during FCT compared to providing equal reinforcement for appropriate requests and problem behavior. Next, the investigators will develop a treatment extension to teach children to complete academic work to gain access to their way. The investigators will use visual cues, such as a green and red index card to teach children when it is time to work and when they may access their way. The investigators will evaluate the effects of the treatment extension on academic work completion, appropriate requests, and problem behavior. Finally, the investigators will examine how visual cues influence children's behavior when educators implement intervention across different academic activities. The investigators will measure the extent to which educators implement programmed intervention procedures to inform treatment feasibility.

Publications & conference data

No peer-reviewed publications indexed yet for this trial.