PDF(Pubmed)
Abstract：
The significant prevalence of children with high intellectual potential (HIP) in the school-age population and the high rate of comorbidity with learning disabilities such as dyslexia has increased the demand for speech and language therapy and made it more complex. However, the management of dyslexic patients with high intellectual potential (HIP-DD) is poorly referenced in the literature. A large majority of studies on HIP-DD children focus on the screening and diagnosis of developmental dyslexia, but only a few address remediation. Developmental dyslexia is a severe and persistent disorder that affects the acquisition of reading and implies the impairment of several underlying cognitive processes. These include deficits in Categorical Perception, Rapid Automatized Naming, and phonological awareness, particularly phonemic awareness. Some authors claim that HIP-DD children\'s underlying deficits mainly concern rapid automatized naming and phonological awareness. Thus, the purpose of this study is to present a remediation protocol for developmental dyslexia in HIP-DD children. This protocol proposes to compare the effects on reading skills of an intensive intervention targeting categorical perception, rapid automatized naming, and phonemic analysis versus standard speech therapy remediation in HIP-DD children.
A multiple-baseline single-case experimental design (A1BCA2) will be proposed to 4 French HIP-DD patients for a period of 30 weeks. Intervention phases B and C correspond to categorical perception training and rapid automatized naming training. During phases B and C, each training session will be associated with phonemic analysis training and a reading and writing task. At inclusion, a speech and language, psychological, and neuropsychological assessment will be performed to define the four patients\' profiles. Patients will be assigned to the different baseline lengths using a simple computerized randomization procedure. The duration of the phases will be counterbalanced. The study will be double blinded. A weekly measurement of phonological and reading skills will be performed for the full duration of the study.
The purpose of this protocol is to observe the evolution of reading skills with each type of intervention. From this observation, hypotheses concerning the remediation of developmental dyslexia in HIP-DD children can be tested. The strengths and limitations of the study are discussed.
ClinicalTrials.gov, NCT04028310 . Registered on July 18, 2019. Version identifier is no. ID RCB 2019-A01453-54, 19-HPNCL-02, 07/18/2019.
A multiple-baseline single-case experimental design (A1BCA2) will be proposed to 4 French HIP-DD patients for a period of 30 weeks. Intervention phases B and C correspond to categorical perception training and rapid automatized naming training. During phases B and C, each training session will be associated with phonemic analysis training and a reading and writing task. At inclusion, a speech and language, psychological, and neuropsychological assessment will be performed to define the four patients\' profiles. Patients will be assigned to the different baseline lengths using a simple computerized randomization procedure. The duration of the phases will be counterbalanced. The study will be double blinded. A weekly measurement of phonological and reading skills will be performed for the full duration of the study.
The purpose of this protocol is to observe the evolution of reading skills with each type of intervention. From this observation, hypotheses concerning the remediation of developmental dyslexia in HIP-DD children can be tested. The strengths and limitations of the study are discussed.
ClinicalTrials.gov, NCT04028310 . Registered on July 18, 2019. Version identifier is no. ID RCB 2019-A01453-54, 19-HPNCL-02, 07/18/2019.
摘要：
背景：在学龄期人群中，具有高智力潜力（HIP）的儿童的患病率很高，并且与学习障碍（如阅读障碍）的合并症的发生率很高，这增加了对言语和语言治疗的需求，并使其变得更加复杂。然而,高智力潜能(HIP-DD)阅读障碍患者的治疗在文献中的引用很少.关于HIP-DD儿童的大部分研究集中在发育性阅读障碍的筛查和诊断上，但只有几个地址补救。发展性阅读障碍是一种严重且持续的疾病，会影响阅读的获得，并暗示几种潜在的认知过程受损。这些包括分类感知的缺陷，快速自动化命名，和语音意识，尤其是音素意识。一些作者声称HIP-DD儿童的潜在缺陷主要涉及快速自动化命名和语音意识。因此，这项研究的目的是提出HIP-DD儿童发展性阅读障碍的补救方案。该协议建议比较针对分类感知的强化干预对阅读技能的影响，快速自动化命名，HIP-DD儿童的语音分析与标准言语治疗方法的比较。
方法：将对4名法国HIP-DD患者提出多基线单病例实验设计（A1BCA2），为期30周。干预阶段B和C对应于分类感知训练和快速自动化命名训练。在B和C阶段，每个培训课程将与音素分析培训和阅读和写作任务相关联。在纳入时，演讲和语言，心理,并将进行神经心理学评估以定义这四个患者的概况。使用简单的计算机化随机化程序将患者分配到不同的基线长度。阶段的持续时间将被抵消。这项研究将是双盲的。在整个研究期间，将每周进行语音和阅读技能的测量。
结论：本方案的目的是观察阅读技能随每种干预方式的演变。从这个观察,可以测试有关HIP-DD儿童发展性阅读障碍的补救假设。讨论了该研究的优点和局限性。
背景：ClinicalTrials.gov，NCT04028310。2019年7月18日注册。版本标识符为no。IDRCB2019-A01453-54，19-HPNCL-02，2019年7月18日。
方法：将对4名法国HIP-DD患者提出多基线单病例实验设计（A1BCA2），为期30周。干预阶段B和C对应于分类感知训练和快速自动化命名训练。在B和C阶段，每个培训课程将与音素分析培训和阅读和写作任务相关联。在纳入时，演讲和语言，心理,并将进行神经心理学评估以定义这四个患者的概况。使用简单的计算机化随机化程序将患者分配到不同的基线长度。阶段的持续时间将被抵消。这项研究将是双盲的。在整个研究期间，将每周进行语音和阅读技能的测量。
结论：本方案的目的是观察阅读技能随每种干预方式的演变。从这个观察,可以测试有关HIP-DD儿童发展性阅读障碍的补救假设。讨论了该研究的优点和局限性。
背景：ClinicalTrials.gov，NCT04028310。2019年7月18日注册。版本标识符为no。IDRCB2019-A01453-54，19-HPNCL-02，2019年7月18日。
