Examining Effects of Holistic School Enrichment Programs
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 入组人数
- 300
- 试验地点
- 4
- 主要终点
- Assessment of the Evolution of Attention-Deficit/Hyperactivity Symptoms
研究概览
简要总结
The investigators propose to evaluate the efficacy of a Mindful Movement Intervention (MMI) within the Baltimore City Public School (BCPS) system. The goal is to help at-risk youth improve skills important to attentional, behavioral, motor, and emotional control through engagement of mindful movement practices.
To assess the feasibility and efficacy of the program, standardized assessments will be conducted at three time points: the beginning of the school year at the start of the intervention (early September), at the mid-year point (late January), and prior to the end of the school year (early June). During these assessments, participants will be pulled out of their academic classes for brief sessions (1 hour) in which they will complete assessments of attentional, behavioral, motor, and emotional control. At these assessment points, parents and teachers will complete rating forms about the children including assessments of emotional, behavioral, and attention regulation.
Research participants will have the option to reinforce mindful movement practices using a family-based curriculum, participating in peer mentorship, and supporting the development of community educational materials.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 7 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students must be between the ages 7 years, 0 months and 15 years, 11 months, 30 days.
- •Students with a diagnosis of depression, anxiety, autism, oppositional defiant disorder, and post traumatic stress disorder can be included in the research study
- •Students taking stimulant medications and all other psychoactive medications can be included in the research study.
- •Students in general education classrooms with supports, aides, and/or pull-outs
排除标准
- •Diagnosis of...
- •intellectual disability
- •a neurological disorder (e.g., epilepsy, cerebral palsy, traumatic brain injury, Tourette Syndrome)
- •conduct disorder or a recorded history of symptoms consistent with conduct disorder
- •a documented hearing impairment ≥ 25 dB loss in either ear
- •significant learning difficulties that require a special education plan.
- •Students in foster care
- •Students who are or may be pregnant
结局指标
主要结局
Assessment of the Evolution of Attention-Deficit/Hyperactivity Symptoms
时间窗: 9 months
The DuPaul rating scale is used to assess ADHD related behaviors over the past six months. The 18-item scale uses a 4-point Likert scale with 0 = Not at all and 3 = Very Often. Parent and teacher versions the DuPaul will be collected for each participant and subscale and total scores on the DuPaul will be assessed at the start of the intervention (month 0), midway through the intervention (month 4) and at the end of the intervention (month 9).
Dimensional Assessment of the Evolution of Attention-Deficit/Hyperactivity Symptoms
时间窗: 9 months
The Strengths and Weaknesses of ADHD-symptoms and Normal-behavior (SWAN) rating scale has been developed to measure children's attention skills as well as emotional and behavioral regulatory control. The seven-point questionnaire ranges from +3 (far below average) to -3 (far above average). Parent and teacher versions of the SWAN will be collected for each participant and subscale and total scores on the SWAN will be assessed at the start of the intervention (month 0), midway through the intervention (month 4) and at the end of the intervention (month 9).
次要结局
- Evolution of Executive Functioning Skills(9 months)
- Evolution of Inhibitory Control(9 months)