Improving everyday writing and reading for young adults with intellectual and developmental disabilities
Official title: Optimizing Language Outcomes for Young Adults with Intellectual and Developmental Disabilities: A Written Language Intervention Using Functional Texts
Funded at Texas Christian University · NIH-11403651 · Data updated 2026-11-12
This project teaches young adults with intellectual and developmental disabilities to use reading and writing strategies in everyday texts like emails and messages to strengthen their communication.
Quick facts
| Grant type | R21 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Texas Christian University NIH-funded |
| Lab location | 1 site (Fort Worth, United States) |
| Project start | September 16, 2022 |
| Project end | July 31, 2026 |
| Funding year | 2024 |
| Award (this year) | $23,422 |
| NIH project number | 7R21DC020787-04 |
| Project ID | NIH-11403651 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates are young adults with intellectual and developmental disabilities who want to improve everyday reading and writing and who can participate in sessions and use phones or email.
✕Less likely to help
People without IDD or those with very severe cognitive or sensory impairments that prevent reading or using written texts are unlikely to benefit from this intervention.
What this research studies
You'll take part in a program that embeds short, practical written‑language lessons into daily activities such as text messages and emails. The intervention teaches clear reading and comprehension strategies to use before, during, and after reading functional texts. The team will measure whether the program is workable, acceptable to participants, and whether it leads to early gains in written and spoken communication. Sessions and testing will likely occur through community programs or at Texas Christian University.
Why it matters
Potential benefit: If successful, this could help young adults with IDD better understand and compose everyday written messages, which may support employment and independent living.
How similar studies have gone: Prior studies show that post‑school literacy instruction can help adults with IDD improve skills, but applying explicit strategies to functional texts like emails and texts is relatively new and not widely tested.
Where this research is happening
-
Texas Christian University
Fort Worth, United States Active
Researchers
- Principal investigator: Prahl, Alison J — Texas Christian University
- Study coordinator: Prahl, Alison J
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.