Functional Reading Activities to Motivate and Empower for Young Adults With Intellectual or Developmental Disabilities: A Randomized Pilot Trial
Reading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized clinical trial tested the effects of a functional literacy intervention in young adults with intellectual and/or developmental disabilities (IDD...
Uložené v:
| Vydané v: | American journal of speech-language pathology Ročník 34; číslo 5; s. 2704 |
|---|---|
| Hlavní autori: | , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
United States
04.09.2025
|
| Predmet: | |
| ISSN: | 1558-9110, 1558-9110 |
| On-line prístup: | Zistit podrobnosti o prístupe |
| Tagy: |
Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
|
| Abstract | Reading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized clinical trial tested the effects of a functional literacy intervention in young adults with intellectual and/or developmental disabilities (IDDs).
Participants included 44 young adults with IDD between 18 and 26 years old. Participants were randomly assigned to the Functional Reading Activities to Motivate and Empower (FRAME) treatment group or a "business-as-usual" control group. Participants participated in 24 twice-weekly sessions in which they were taught reading comprehension strategies in the context of functional text stimuli or activities of daily living that require reading (e.g., text messages, e-mails). The primary outcome measure was the number of reading comprehension strategies used. Secondary outcomes included (a) multiple-choice comprehension questions, (b) text message response, (c) e-mail response, (d) summarization, and (e) verbal responses to functional text samples.
Young adults with IDD in the treatment group made statistically significant gains in use of reading comprehension strategies (
= 1.09,
= .002) and multiple-choice comprehension questions (
= 0.79,
= .038) as compared with the control group. There were no statistically significant differences on the remaining outcome measures.
This study provides preliminary support for the short-term effects of the FRAME intervention for young adults with IDD, with particular emphasis on explicit reading comprehension strategy instruction within a functional context. Therapeutic services typically end during the transition period for young adults with disabilities. However, it is essential that evidence-based literacy supports are available as this is a skill that continues to develop throughout the lifespan and has the potential to transform an individual's transition to adulthood and independence. Future research should include a larger clinical trial and evaluate mediators of intervention effects. |
|---|---|
| AbstractList | Reading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized clinical trial tested the effects of a functional literacy intervention in young adults with intellectual and/or developmental disabilities (IDDs).PURPOSEReading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized clinical trial tested the effects of a functional literacy intervention in young adults with intellectual and/or developmental disabilities (IDDs).Participants included 44 young adults with IDD between 18 and 26 years old. Participants were randomly assigned to the Functional Reading Activities to Motivate and Empower (FRAME) treatment group or a "business-as-usual" control group. Participants participated in 24 twice-weekly sessions in which they were taught reading comprehension strategies in the context of functional text stimuli or activities of daily living that require reading (e.g., text messages, e-mails). The primary outcome measure was the number of reading comprehension strategies used. Secondary outcomes included (a) multiple-choice comprehension questions, (b) text message response, (c) e-mail response, (d) summarization, and (e) verbal responses to functional text samples.METHODParticipants included 44 young adults with IDD between 18 and 26 years old. Participants were randomly assigned to the Functional Reading Activities to Motivate and Empower (FRAME) treatment group or a "business-as-usual" control group. Participants participated in 24 twice-weekly sessions in which they were taught reading comprehension strategies in the context of functional text stimuli or activities of daily living that require reading (e.g., text messages, e-mails). The primary outcome measure was the number of reading comprehension strategies used. Secondary outcomes included (a) multiple-choice comprehension questions, (b) text message response, (c) e-mail response, (d) summarization, and (e) verbal responses to functional text samples.Young adults with IDD in the treatment group made statistically significant gains in use of reading comprehension strategies (d = 1.09, p = .002) and multiple-choice comprehension questions (d = 0.79, p = .038) as compared with the control group. There were no statistically significant differences on the remaining outcome measures.RESULTSYoung adults with IDD in the treatment group made statistically significant gains in use of reading comprehension strategies (d = 1.09, p = .002) and multiple-choice comprehension questions (d = 0.79, p = .038) as compared with the control group. There were no statistically significant differences on the remaining outcome measures.This study provides preliminary support for the short-term effects of the FRAME intervention for young adults with IDD, with particular emphasis on explicit reading comprehension strategy instruction within a functional context. Therapeutic services typically end during the transition period for young adults with disabilities. However, it is essential that evidence-based literacy supports are available as this is a skill that continues to develop throughout the lifespan and has the potential to transform an individual's transition to adulthood and independence. Future research should include a larger clinical trial and evaluate mediators of intervention effects.CONCLUSIONSThis study provides preliminary support for the short-term effects of the FRAME intervention for young adults with IDD, with particular emphasis on explicit reading comprehension strategy instruction within a functional context. Therapeutic services typically end during the transition period for young adults with disabilities. However, it is essential that evidence-based literacy supports are available as this is a skill that continues to develop throughout the lifespan and has the potential to transform an individual's transition to adulthood and independence. Future research should include a larger clinical trial and evaluate mediators of intervention effects. Reading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized clinical trial tested the effects of a functional literacy intervention in young adults with intellectual and/or developmental disabilities (IDDs). Participants included 44 young adults with IDD between 18 and 26 years old. Participants were randomly assigned to the Functional Reading Activities to Motivate and Empower (FRAME) treatment group or a "business-as-usual" control group. Participants participated in 24 twice-weekly sessions in which they were taught reading comprehension strategies in the context of functional text stimuli or activities of daily living that require reading (e.g., text messages, e-mails). The primary outcome measure was the number of reading comprehension strategies used. Secondary outcomes included (a) multiple-choice comprehension questions, (b) text message response, (c) e-mail response, (d) summarization, and (e) verbal responses to functional text samples. Young adults with IDD in the treatment group made statistically significant gains in use of reading comprehension strategies ( = 1.09, = .002) and multiple-choice comprehension questions ( = 0.79, = .038) as compared with the control group. There were no statistically significant differences on the remaining outcome measures. This study provides preliminary support for the short-term effects of the FRAME intervention for young adults with IDD, with particular emphasis on explicit reading comprehension strategy instruction within a functional context. Therapeutic services typically end during the transition period for young adults with disabilities. However, it is essential that evidence-based literacy supports are available as this is a skill that continues to develop throughout the lifespan and has the potential to transform an individual's transition to adulthood and independence. Future research should include a larger clinical trial and evaluate mediators of intervention effects. |
| Author | Prahl, Alison Sturdivant, Rodney X Fraze, Kaitlynn Grauzer, Jeffrey Kannan, Anupama |
| Author_xml | – sequence: 1 givenname: Alison orcidid: 0000-0003-0036-0607 surname: Prahl fullname: Prahl, Alison organization: Department of Communication Sciences and Disorders, Baylor University, Waco, TX – sequence: 2 givenname: Kaitlynn orcidid: 0000-0003-4304-1606 surname: Fraze fullname: Fraze, Kaitlynn organization: Department of Communication Sciences and Disorders, Baylor University, Waco, TX – sequence: 3 givenname: Anupama orcidid: 0000-0003-2789-6997 surname: Kannan fullname: Kannan, Anupama organization: Department of Statistical Science, Baylor University, Waco, TX – sequence: 4 givenname: Jeffrey orcidid: 0000-0001-6202-9851 surname: Grauzer fullname: Grauzer, Jeffrey organization: Northwestern University, Evanston, IL – sequence: 5 givenname: Rodney X orcidid: 0000-0001-9316-7085 surname: Sturdivant fullname: Sturdivant, Rodney X organization: Department of Statistical Science, Baylor University, Waco, TX |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/40779715$$D View this record in MEDLINE/PubMed |
| BookMark | eNpNkMFuEzEQhi1URJvCE1SqfOSyMPbGsZdb1CQQFERVghCn1ex6AkZeO6y9RfAUPDIGgsRpZn59-jT6Z-wsxECMXQl4JmA-fy5Bqnb5-t3utpKqAgDZPGAXQilTNULA2X_7OZul9KUgQkj5iJ3PQetGC3XBfm6m0GcXA3p-R2hd-MSXJbh32VHiOfI3sVyYiWOwfD0c4zca-SGO_GOcfsN28jnxDy5_5tuQyXvq81RshVjRPfl4HCjkEqxcws75P-IXfMnvijAO7gdZfut8zHw_OvSP2cMD-kRPTvOSvd-s9zevqt3bl9ub5a7qpdK5MrUCBJRWa4K5UrCoa90ZMA12VtCiXpgOsdPYNAZQqx6EtOqwMJIUgm3kJXv613sc49eJUm4Hl_ryPgaKU2prWRuQRigo6PUJnbqBbHsc3YDj9_Zfi_IXahB4Uw |
| ContentType | Journal Article |
| DBID | CGR CUY CVF ECM EIF NPM 7X8 |
| DOI | 10.1044/2025_AJSLP-25-00029 |
| DatabaseName | Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed MEDLINE - Academic |
| DatabaseTitle | MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) MEDLINE - Academic |
| DatabaseTitleList | MEDLINE - Academic MEDLINE |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database |
| DeliveryMethod | no_fulltext_linktorsrc |
| Discipline | Medicine Languages & Literatures Social Welfare & Social Work |
| EISSN | 1558-9110 |
| ExternalDocumentID | 40779715 |
| Genre | Randomized Controlled Trial Journal Article |
| GrantInformation_xml | – fundername: NIDCD NIH HHS grantid: R21 DC020787 |
| GroupedDBID | -W8 .GO 0-V 04C 0R~ 23M 36B 4.4 53G 5GY 6J9 6PF 7RV 7X7 85S 8A4 8FW 8R4 8R5 AAHSB AAWTL ABDBF ABIVO ACGFO ACGOD ACHQT ACIHN ACUHS ADBBV ADCBC ADOJX AEAQA AENEX AERSA AFKRA AHMBA AIKWM ALMA_UNASSIGNED_HOLDINGS ALSLI ARALO AZQEC BENPR BKEYQ BMSDO BPHCQ BVXVI CGR CJNVE CPGLG CRLPW CS3 CUY CVF EAD EAP EAS EBD EBS ECE ECF ECM ECT EIF EIHBH EMK ESX F9R FYUFA H13 HCIFZ HZ~ IAO ICO IHR IHW IN- INH INIJC INR IPY M0P M1P M2M M2P M2Q NPM O9- P2P PCD PQQKQ PROAC PSQYO PSYQQ Q2X QF4 QM7 QN7 RWL S0X SJA TAE TN5 TWZ UKHRP WH7 WQ9 7X8 |
| ID | FETCH-LOGICAL-c257t-8350a0a2d77e045506337b8089abd1e6368baab7a9980a75c012d5f682e5a0d92 |
| IEDL.DBID | 7X8 |
| ISICitedReferencesCount | 0 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001575176800010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1558-9110 |
| IngestDate | Fri Sep 05 15:14:25 EDT 2025 Thu Sep 25 01:51:31 EDT 2025 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 5 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c257t-8350a0a2d77e045506337b8089abd1e6368baab7a9980a75c012d5f682e5a0d92 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
| ORCID | 0000-0003-2789-6997 0000-0003-0036-0607 0000-0003-4304-1606 0000-0001-6202-9851 0000-0001-9316-7085 |
| PMID | 40779715 |
| PQID | 3238028150 |
| PQPubID | 23479 |
| ParticipantIDs | proquest_miscellaneous_3238028150 pubmed_primary_40779715 |
| PublicationCentury | 2000 |
| PublicationDate | 2025-Sep-04 |
| PublicationDateYYYYMMDD | 2025-09-04 |
| PublicationDate_xml | – month: 09 year: 2025 text: 2025-Sep-04 day: 04 |
| PublicationDecade | 2020 |
| PublicationPlace | United States |
| PublicationPlace_xml | – name: United States |
| PublicationTitle | American journal of speech-language pathology |
| PublicationTitleAlternate | Am J Speech Lang Pathol |
| PublicationYear | 2025 |
| SSID | ssj0001122 |
| Score | 2.4092147 |
| Snippet | Reading proficiency is an important life skill that contributes to improved quality of life and becoming an active member in society. This pilot randomized... |
| SourceID | proquest pubmed |
| SourceType | Aggregation Database Index Database |
| StartPage | 2704 |
| SubjectTerms | Activities of Daily Living Adolescent Adult Comprehension Developmental Disabilities - diagnosis Developmental Disabilities - psychology Developmental Disabilities - rehabilitation Developmental Disabilities - therapy Female Humans Intellectual Disability - diagnosis Intellectual Disability - psychology Intellectual Disability - rehabilitation Intellectual Disability - therapy Male Motivation Persons with Intellectual Disabilities - psychology Persons with Intellectual Disabilities - rehabilitation Pilot Projects Power, Psychological Reading Text Messaging Treatment Outcome Young Adult |
| Title | Functional Reading Activities to Motivate and Empower for Young Adults With Intellectual or Developmental Disabilities: A Randomized Pilot Trial |
| URI | https://www.ncbi.nlm.nih.gov/pubmed/40779715 https://www.proquest.com/docview/3238028150 |
| Volume | 34 |
| WOSCitedRecordID | wos001575176800010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3PT9swFH4aMKFdYOsYMGB6SNNuFmkc1wmXKWJUCLVVxZjoLXIcV1SDpGsCB_4K_mSeHXdwmiZxycFKrEh-fu97Pz-Ar1Gku4bOnfFCG2aJt1lOCpIpHqgkzJX1GRzZhByN4skkGfuAW-3LKpc60SnqotI2Rn7EybaQLST88n3-h1nWKJtd9RQaK7DGCcpYqZaT52nhhCVctlMId6mD5dShKLI-v8jS85-DMQuFba3-F8Z0tqa_-dq_fA8bHmVi2orFB3hjyg5sD3xsssZvOPg7TrnuwPrQZ9g7sN_26-KVuZmqhaE3lwvV4vdHeOyTHWzDh-jr7zHVjoGCXG5sKhy2hGkGVVng6e3csrAhIWN0egVTO--jxqtZc40vW1iQ3nhRwEQLP_z0X7vxMaZ4QRtWt7MHU-B4dlM1eGnvzhb86p9enpwxT-rANGmHhhHiC1SgwkJKE9iW6h7nMo-DOFF50TU93otzpXKpyA8MlBSaLGghpr04NEIFRRJ-gtWyKs0OYKhj8m5pPx1OI6EJSiWhNtx5fZxrvguHy0PK6NLYTIgqTXVXZ8_HtAvb7Uln83a6R0YerkxkV3z-j6_34J0VJFdzFu3D2pRUhjmAt_q-mdWLL04a6TkaD58AGTHolw |
| linkProvider | ProQuest |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Functional+Reading+Activities+to+Motivate+and+Empower+for+Young+Adults+With+Intellectual+or+Developmental+Disabilities%3A+A+Randomized+Pilot+Trial&rft.jtitle=American+journal+of+speech-language+pathology&rft.au=Prahl%2C+Alison&rft.au=Fraze%2C+Kaitlynn&rft.au=Kannan%2C+Anupama&rft.au=Grauzer%2C+Jeffrey&rft.date=2025-09-04&rft.issn=1558-9110&rft.eissn=1558-9110&rft.spage=1&rft_id=info:doi/10.1044%2F2025_AJSLP-25-00029&rft.externalDBID=NO_FULL_TEXT |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1558-9110&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1558-9110&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1558-9110&client=summon |