Active breaks in the classroom to improve thinking skills of non-typically developing childre

Not Applicable

• Conditions: Sedentary behaviour; Cognitive functions; Mental Health - Studies of normal psychology, cognitive function and behaviour

• Registration Number: ACTRN12618002035202
• Lead Sponsor: Deakin University

Brief Summary

Not available

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Completion: 2018-03-26
• Study Start: 2018-12-19
• Last Update Posted: 14 January 2019

Recruitment & Eligibility

• Status: Stopped early
• Sex: All
• Target Recruitment: 24

Inclusion Criteria

Children with neurodevelopmental disorder in primary special schools

Exclusion Criteria

Having a visual or auditory impairment. This would have not allowed the researchers to measure most of the primary outcomes, as the selected measures are not designed for children with these types of impairments. Having a physical impairment that does not allow children to participate to the breaks would also constitute an exclusion criterion.

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
Response inhibition was measured using a computer-based Go/No-Go task.[baseline and 5-6 weeks after intervention commencement];Inhibition control (interference) and attention score was measured with the iPad-based NIH Toolbox Flanker Inhibitory Control and Attention Test (composite score).[baseline and 5-6 weeks after intervention commencement];Working memory score was measured using the iPad-based NIH Toolbox List Sorting Working Memory Test.[baseline and 5-6 weeks after intervention commencement]

Secondary Outcome Measures

Name	Time	Method
Sitting time measured with activPAL™ inclinometers (activity monitors). At each time point, children wore the inclinometers for two school days that did not inlcude physical education or school sports.[baseline, 3 weeks and 5-6 weeks after intervention commencement.];Time on-task was measured via systematic classroom observations. This required a researcher to sit quietly in a corner of the classroom for an hour and to observe six consenting children (selected at random) following the promps coming from a previously recorded audio file. Each child was observed for 10 seconds, after which the observed behaviour was noted down (5 seconds). After four consecutive observation intervals the next child was observed.[baseline, 3 weeks and 5-6 weeks after intervention commencement.]