The Effects of Creative Dance Therapy on Motor and Executive Functions in Children With Dyslexia

Not Applicable

Completed

• Conditions: Dyslexia; Motor Skills; Dance Therapy; Executive Function

• Registration Number: NCT05850169
• Lead Sponsor: Ankara Medipol University

Brief Summary

Although some benefits of dance have been described for motor and cognitive skills, the effects on individuals with dyslexia are unclear. The purpose of this study was to investigate the effects of creative dance training on the motor and executive skills of children with dyslexia.

Detailed Description

Although some benefits of dance have been described for motor and cognitive skills, the effects on individuals with dyslexia are unclear. The purpose of this study was to investigate the effects of creative dance training on the motor and executive skills of children with dyslexia.

The randomized controlled trial was conducted between August 2019 and December 2020 in the Occupational Therapy Department of Hacettepe University. The sample consisted of 51 children with dyslexia aged 8-10 years. While 26 of the participants received routine literacy training, the other 25 also received creative dance training three times a week for 4 weeks. Motor functions were assessed using the "Bruininks-Oseretsky Motor Competence 2 Test- Short Form", and executive functions were assessedusing the "Executive Function and Occupational Routines Scale".

Study Timeline

• Study Start: 2019-08-24
• Primary Completion: 2019-10-07
• Study Completion: 2020-12-24
• Status Verified: 2023-04
• Study First Submitted: 2023-04-28
• Study First Submitted QC: 2023-04-28
• Last Update Submitted: 2023-04-28
• Study First Posted: 2023-05-09
• Last Update Posted: 2023-05-09

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 51

Inclusion Criteria

• an age between 6 and 10 years
• a diagnosis of dyslexia according to DSM-V criteria
• continued formal education in elementary school
• participation in routine literacy training in a special education and rehabilitation center
• voluntary participation in the study.

Exclusion Criteria

• having additional physical or psychological problem accompanying the dyslexia
• using of psychotic drugs
• participating in sports regularly.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Bruininks-Oseretsky Test of Motor Proficiency Second Edition Brief Form, (BOT-2 SF)	20 minutes	Bruininks-Oseretsky Test of Motor Proficiency Second Edition Brief Form, (BOT-2 SF) was used to assess the motor functions of the participants. BOT2- SF consists of eight subdomains, including fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, upper limb coordination, strength, speed and agility, and includes a total of 12 items (Bruininks, 2010). The test takes 15-20 minutes to complete. The higher score obtained from the test indicates a better performance in motor competence, and the highest score that can be obtained from the test is 72 points (Bruininks, 2010). The Turkish validity and reliability study of the BOT2-SF was conducted by Köse et al. (2018) on children with specific learning difficulties.
Executive Function and Occupational Routines Scale (EFORTS)	20 minutes	Executive Function and Occupational Routines Scale (EFORTS) was used to assess participants' executive functions. EFORTS is a 30-item scale that measures the child's daily routine and consists of three factors: morning and evening routines, play and leisure routines, and social routine (Frisch \& Rosenblum, 2014). It is completed by the family and rated on a 1-5 Likert scale. A high score on each item indicates that the child performs better in an occupation that requires executive functions. The Turkish validity and reliability study was conducted by Akyürek and Bumin (2017).

Trial Locations

Locations (1)

Cemre Bafralı; 🇹🇷 Ankara, Altındağ, Turkey