Investigation of Psychosocial Effects of Dance/Movement Therapy in Children With Specific Learning Disorders: a Randomized Controlled Study With 6 Months Follow-up
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 46
- 试验地点
- 1
- 主要终点
- Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
研究概览
简要总结
This randomized controlled trial examined whether dance/movement therapy (DMT) can improve emotional and social well-being in children with specific learning disorder (SLD). Children aged 8-12 years with SLD who were receiving special education services in Muğla, Türkiye, were randomly assigned to either an 8-week group DMT program in addition to their usual special education services or to usual special education services alone. Anxiety and depressive symptoms, self-esteem, and social skills were assessed before the intervention, after the intervention, and at a 6-month follow-up.
详细描述
Specific learning disorder is associated with emotional and social difficulties beyond academic problems. In this two-arm, parallel-group randomized controlled trial, eligible children were randomly allocated (1:1) to a DMT group or a control group using a computer-generated randomization sequence prepared by an independent statistician. The DMT program consisted of 16 group sessions (45 minutes each, twice weekly, over 8 weeks) delivered in small groups of 6-8 children. Each session followed a standardized five-phase structure (warm-up, improvisation, skill development, integration, and closure) based on the principles of the GAMZE (Gaining Accurate Mobility with Zealous Effort) style and the BrainDance model. Both groups continued to receive their usual special education services. Parents completed the Revised Child Anxiety and Depression Scale-Parent Version and the Social Skills Evaluation Scale, and children completed the Coopersmith Self-Esteem Inventory-School Form. Data were analyzed using linear mixed-effects models.
研究设计
- 研究类型
- 干预性
- 分配方式
- 随机
- 干预模型
- 平行分组
- 主要目的
- 治疗
- 盲法
- 开放（无盲法）
入排标准
- 年龄范围
- 8 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- Age 8-12 years
- Diagnosis of specific learning disorder according to DSM-5 within the preceding 12 months, verified by a valid Child with Special Needs Report (ÇÖZGER)
- Enrollment in a primary school affiliated with the Turkish Ministry of National Education, with at least one semester of formal schooling completed
- Current enrollment in a special education and rehabilitation center
排除标准
- Co-occurring physical, neurological, psychiatric, or other neurodevelopmental condition that could interfere with participation or substantially affect study outcomes
- Receiving or initiating any treatment targeting neurodevelopmental, emotional, behavioral, or psychosocial functioning during the study period
- Regular participation in organized sports or other structured physical activities outside routine school and recreational activities
研究组 & 干预措施
Dance/Movement Therapy
Children received 16 sessions of group dance/movement therapy (45 minutes, twice weekly, for 8 weeks) in addition to their usual special education
干预措施: Dance/Movement Therapy (Behavioral)
Control
Children continued to receive their usual special education services without
结局指标
主要结局
Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
时间窗: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Parent-reported 47-item scale assessing anxiety and depressive symptoms (total score range 0-141); higher scores indicate greater symptom severity.
Change in Coopersmith Self-Esteem Inventory-School Form (CSEI) Total Score
时间窗: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Child-reported inventory assessing general, social, home/family, and academic self-esteem; higher scores indicate higher self-esteem.
Change in Social Skills Evaluation Scale (SSES) Total Score
时间窗: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Parent-reported 69-item scale assessing social skills across 12 domains (total score range 69-345); higher scores indicate better social skills.
次要结局
- Change in RCADS-P Anxiety and Depression Subscale Scores(Baseline, week 8 (post-intervention), and month 6 (follow-up))
- Change in CSEI Subscale Scores(Baseline, week 8 (post-intervention), and month 6 (follow-up))
- Change in SSES Subscale Scores(Baseline, week 8 (post-intervention), and month 6 (follow-up))
研究者
Arif Gökcen
PhD, OT.
Lokman Hekim University
研究点 (1)
标识符
- NCT 编号
- NCT07843407
- 其他研究编号
- LokmanHekimU-AGokcen-001
日期
- 首次提交
- (9天前)
- 首次发布
- (前天)
- 主要完成日期
- (去年)
- 研究完成日期
- (去年)
- 最近核实
- (29天前)
- 最近更新
- (前天)
监管与共享
- FDA 监管药物
- 否
- FDA 监管器械
- 否
- 个体参与者数据共享计划
- 是
- 是否有结果
- 否
De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.