Impact of Teacher Training and the Introduction of Early Adjustments on the Developmental Trajectory of Children at Risk of SLLD in Pre-school. (PRISME-TSLA)

Centre Hospitalier Universitaire de la Réunion

Status: Completed

Conditions: Language Disorders in Children; Learning; Developmental Disorder

Treatments: Behavioral: Teacher training

Study type: Interventional

Funder types: Other

Identifiers

NCT06062147

2023-A01501-44 (Other Identifier)

2023/CHU/28

Details and patient eligibility

About

The high incidence of neurodevelopmental disorders, including specific language and learning disorders, and their profund impact on the schooling of the children concerned remains a major public health concern. Early identification and intervention are a valuable tool for improving these problems. The developmental trajectory of children could be improved by knowledge enhancement, identification and strategies to support the teachers through the involvement of health professionals in the classroom

Full description

PRISME - TSLA is a clinical trial developing experiment project for the intervention arm involving teacher training, the implementation of identification grids, follow-up observations in classroom of identified pupils, and the development of special arrangments. For the control arm, the teachers work with standard procedures of the French national education policy.

Enrollment: 165 patients

Sex: All

Ages: 5 to 6 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

Pupils :

• In a kindergarten school with at least 3 classes of primary school age children.
• At least 5 years old on 31/12/2023.
• Whose 2 parents have given their consent (the consent of a single parent if no contact is possible with the second parent despite repeated attempts)
• Have received age-appropriate explanations about the study and have not refused to take part.

Exclusion criteria

Pupils in :

• In a kindergarten school with fewer than 3 classes, making it impossible to randomise the school
• Under 5 years of age on 31 December of the current school year.
• Under guardianship

Trial design

Primary purpose: Other

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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165 participants in 2 patient groups

teacher training

Experimental group

Description:

Teacher training and support for teachers in setting up specific arrangements.

Treatment:

Behavioral: Teacher training

control class

No Intervention group

Description:

Teacher will proceed in the usual way, referring to the procedures put in place by the national education system for identifying and referring children at risk