Inclusion 4 Children (Https://inclusion4children.it)
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 140
- 试验地点
- 1
- 主要终点
- Change in Emotion Recognition Accuracy Between Groups
研究概览
简要总结
The goal of this quasi-experimental study is to investigate whether enhancing emotion recognition abilities can improve social behavior in primary school children. The study focused on children aged approximately 6 to 9 years (both sexes), attending elementary school, without neurological or psychiatric diagnoses.
The main questions it aims to answer are:
Is there an inverse relationship between children's ability to recognize nonverbal emotional cues and antisocial behavior, as assessed by teachers?
Does nonverbal intelligence (measured through Raven's Colored Progressive Matrices) significantly predict emotion recognition ability (ERA)?
Researchers compared a group of children who received the intervention (experimental group) with a control group that did not, to see whether improvements in ERA relate to higher prosocial behavior and fewer behavioral difficulties.
Participants were asked to:
Complete the DANVA-2-RV, a standardized tool to assess nonverbal emotion recognition, updated and validated on the study sample;
Complete Raven's Colored Progressive Matrices, to measure nonverbal IQ;
Have their behavior assessed via the SDQ - Teacher Version, filled out by their classroom teachers.
A total of 140 children from four schools were enrolled. Participants were assigned non-randomly to an experimental or control group. Six teachers were involved in the behavioral assessments.
The study is concluded. Expected outcomes include:
A negative correlation between prosocial behavior and emotional confusion;
A weak or non-significant relationship between nonverbal intelligence and emotion recognition ability.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 4 Years 至 5 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Children enrolled in primary school (ages 6-9)
- •Parental/guardian informed consent obtained
- •Teacher agreement to complete SDQ - Teacher Version
- •Availability for participation in both pre- and post-assessment sessions
- •No diagnosed cognitive, psychiatric, or neurological disorders
排除标准
- •Documented diagnosis of neurodevelopmental disorders (e.g., ASD, ADHD, intellectual disability)
- •Severe visual, auditory, or motor impairments affecting test participation
- •Incomplete parental consent or teacher refusal to collaborate
- •Absence from school during key phases of assessment
研究组 & 干预措施
Emotion Recognition Training Group
干预措施: Emotion Recognition Training Program: A structured school-based intervention designed to enhance children's ability to recognize emotions through facial expressions, tone of voice, and body language. (Behavioral)
No Intervention Control Group
干预措施: No Intervention: Observational Cohort (Behavioral)
结局指标
主要结局
Change in Emotion Recognition Accuracy Between Groups
时间窗: Pre-test at Month 0, Intervention begins at Month 6, Post-test at 3 months after intervention (Month 9)
Measured using the DANVA-2-RV. Emotion recognition accuracy scores (correct identification of basic emotions) will be compared between the intervention and control groups.
次要结局
- Cross-Sectional Observation of Behavioral Profiles(Single time point at study entry (Month 0).)
- Cross-Sectional Observation of Cognitive Profiles(Single time point at study entry (Month 0).)
研究者
Alessandro De Santis
Inclusion 4 Children
University of Foggia