Dyadic Video-assisted Gamified Group-based Music Breathing Therapy on Enhancing Resilience Among Children With Attention-deficit Hyperactivity Disorder and Their Caregivers: A Pilot Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 48
- 试验地点
- 1
- 主要终点
- Resilience levels of parents
研究概览
简要总结
This pilot randomized controlled trial aims to evaluate the feasibility (in terms of rates of recruitment, retention, and attendance), acceptability, and potential effects of the dyadic video-assisted gamified music breathing therapy on dyads' resilience, children's emotional and behavioral symptoms, parents' parenting stress, and psychological distress.
详细描述
Attention-deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity that impact various aspects of both the child's and the caregiver's functioning. Evidence shows that cultivating resilience helps children with ADHD manage emotional dysregulation and improve caregivers' psychological well-being. Music breathing therapy - an adaptation of the Bonny Method of Guided Imagery and Music (GIM) - has shown beneficial effects in enhancing resilience and alleviating psychological distress among different populations. However, it remains unclear whether it is a feasible and effective intervention to enhance the resilience of Chinese school-aged children with ADHD and their caregivers.
Aims:
- To determine the feasibility (in terms of rates of recruitment, retention, and attendance), and acceptability of the intervention
- To examine the effects of the dyadic video-assisted gamified music breathing therapy on dyads' resilience, children's emotional and behavioral symptoms, parents' parenting stress, and psychological distress.
Hypotheses:
It is hypothesized that compared with dyads in the control group, those who receive the dyadic video-assisted gamified music breathing therapy will report the following outcomes: higher levels of dyads' resilience, reduced children's emotional and behavioral symptoms, lower levels of parents' parenting stress and psychological distress at immediately post-intervention (i.e., the 6-week follow-up).
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 7 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •have a clinically documented diagnosis/suspected ADHD diagnosis according to DSM-5 criteria
- •aged 7 to 12 years (school age)
- •can read and communicate in Chinese
- •aged 21 years or above
- •are the primary caregivers and living together with the child
- •can read and communicate in Chinese
排除标准
- •have other disabling diseases (physical disability, mental disability, autism) that might limit their full participation in the study.
- •have been engaged in any music intervention in the past 6 months
- •are caring for more than one child with a chronic or critical illness or caring for another family member with a chronic illness
- •has a diagnosed mental illness, cognitive impairment, or learning problem, and/or is taking regular psychotropic medications that might limit their full participation in the study
- •have been engaged in any music intervention in the past 6 months
结局指标
主要结局
Resilience levels of parents
时间窗: Change from baseline assessment to immediate post-intervention
The Chinese version of the Connor-Davidson Resilience Scale will be used to assess the caregivers' levels of resilience. This scale consists of 25 items, rated on a 5-point Likert scale from 0 (not true at all) to 4 (true nearly all of the time). A higher total score indicates higher level of resilience.
Resilience levels of children
时间窗: Change from baseline assessment to immediate post-intervention
The Chinese version of Resilience Scale for Children-10 (RS10) will be used to assess participants' levels of resilience. This scale consists of 10 items. rated on a 4-point Likert scale (from 1 to 4). A higher total score indicates higher level of resilience.
次要结局
- Children's emotional and behavioral symptoms(Change from baseline assessment to immediate post-intervention)
- Parenting stress(Change from baseline assessment to immediate post-intervention)
- Feasibility outcomes - attendance(Change from baseline assessment to immediate post-intervention)
- Feasibility outcomes - recruitment rate(Change from baseline assessment to immediate post-intervention)
- Feasibility outcomes - retention rate(Change from baseline assessment to immediate post-intervention)
- Parents' psychological distress (i.e., depression, anxiety and stress)(Change from baseline assessment to immediate post-intervention)
- Acceptability of the intervention(Immediate post-intervention)
- Acceptability of the intervention - level of satisfaction(Immediate post-intervention)
研究者
Cheung Tan
Assistant Professor
Chinese University of Hong Kong