- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT03999619
Evaluation of the Move 2 Learn (M2L) Program for Young Children
Evaluation of the Move 2 Learn (M2L) Program for Young Children: A Randomized Wait-list Controlled Trial
Study Overview
Status
Conditions
Intervention / Treatment
Detailed Description
Design: The study will use a randomized wait-list controlled design. Children will be randomized to either the intervention arm or the wait-list control arm with a 1:1 ratio. Children randomized to the intervention arm will enter the Move 2 Learn (M2L) intervention during the first 10-12 weeks of the study period; children randomized to the wait-list control arm will not receive any intervention during the first 10-12 weeks of the study (the wait-list control period), then will enter into a modified M2L intervention during the second 10 to 12 weeks of the study. All children will be assessed 3 times at 10-12-week intervals. The intervention arm will be assessed before and immediately after they receive the intervention, and at a 10-12-week follow-up. The wait-list control group will be assessed at baseline, immediately before receiving the intervention (10-12 weeks following) and after they receive the intervention.
Children will be randomized 1:1 to either the intervention or wait-list control group. Simple randomization will be completed using a computer algorithm. After confirming eligibility and obtaining verbal consent, a research assistant will send the complete list of study IDs to an independent biostatistician who will use a computer algorithm to randomly assign the child to the intervention or to the wait-list control group. Sealed, opaque, and numbered envelops will be prepared with their allocation details (e.g. if randomized to the intervention arm, information regarding the location and time of the intervention will be provided).
Intervention: The Move 2 Learn (M2L) program (both the original and the modified program) will be run out of the gym space provided in-kind by the Faculty of Kinesiology and Physical Education at the University of Toronto. This behavioral program will run for 60 minutes once per week for 10 consecutive weeks and will consist of three components: direct movement skill instruction, unstructured exploratory free-play, and in interactive storybook reading activity. There is active involvement of at least one parent/caregiver in the direct instruction and reading components and parents/caregivers are provided with handouts outlining specific strategies to implement for at-home practice of the activities. Each week, parents will be verbally encouraged to practice these skills at home with their parents.
The participants randomized to the wait-list control group will not receive any intervention during the control period (between time 1 and time 2 assessments. After their time 2 assessment is complete, participants will receive a modified version of the M2L program. All in-sessions components of the M2L program will be implemented with the exception of the parent handouts and the verbal encouragement to practice at-home between sessions Assessments: At the time 1 appointment, children will be administered the gross motor subscales of the Peabody Developmental Motor Scales-2 (PDMS-2; Folio & Fewell, 2000), the perceived physical competence subscale of the Pictorial Scale (PPC) of Perceived Competence and Social Acceptance for Young Children-Preschool-Kindergarten version (PSCS-PK; Harter & Pike, 1984), the Phonological Awareness Literacy Screening: Preschool (PALS-PK; Invernizzi, Sullivan, Meier, & Swank, 2004), the Preschool Word and Print Awareness Test (PWPA; Justice & Ezell, 2002), and the Picture Deletion Task for Preschoolers (PDTP; Byrne, DeWolfe, & Bawden, 1998; Corkum, Byrne, & Ellsworth, 1995). Parents will complete a demographic questionnaire (see Demographic Survey for Parents), and a parental engagement questionnaire that asks about the use of specific activities to promote motor skill and early literacy skill development (see Parental Engagement Survey) and the Behaviour Rating Inventory of Executive Function®-Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2001). On completion of testing, children will be fitted with an accelerometer; parents will be instructed on its proper use and provided with a diary to track wear time (e.g., time of day put on, time of day removed). After 7 days, parents will mail back the the accelerometer(s) and diary (see Accelerometer Log). At each subsequent appointment (time 2 and time 3), all outcomes described above will be measured again (see Figure 2) except for the parent demographic survey and the BRIEF-P. Each study appointment will take approximately 1.5 hours.
All outcomes will be assessed at the INfant and Child Health (INCH) Lab at the University of Toronto by trained graduate students, blind to the intervention status of the participants.
Measures: The primary outcomes include fundamental movement skills and pre-literacy skills. Movement skills will be assessed using the gross motor sub-scales of the Peabody Developmental Motor Scales - 2 (PDMS-2). The Preschool Word and Print Awareness Test (PWPA) and the Phonological Awareness Literacy Screening: Preschool (PALS-PK) to measure print-concept knowledge and alphabet knowledge, respectively. Secondary outcomes include physical activity, cognitive function, and self-perceived physical competence. All outcomes will be assessed at the INfant and Child Health (INCH) Lab at the University of Toronto by trained graduate students, blind to the intervention status of the participants.
Motor Skill Proficiency: The gross motor subscales of the PDMS-2 (stationary performances, locomotion, and object manipulation) will be used to assess change in motor skill over the course of the study and will be administered by a trained graduate student blind to the intervention status of the participant. This tool is commercially available.
Pre-literacy Skills: Emergent literacy skills that will be measured include print concepts and alphabet knowledge. The PALS-PK Upper-case Alphabet Recognition task will be used to measure children's alphabet knowledge. This tool is commercially available. Print awareness will be assessed using the PWPA. The assessment uses an interactive story book reading activity to test children on their knowledge of 14 print concepts, such as print directionality and print function (Justice & Ezell, 2002). This tool is freely available as it was published as an appendix in the Justice, Bowles, & Skibbe, 2006 article.
Physical Activity: Accelerometry is an objective method of assessing free-moving physical activity, and is the method best-suited to measuring activity in young children. This study will use the Actigraph GT3X activity monitor, a light (27g) and small (3.8cm × 3.7cm × 1.8cm) device, secured to the child by a belt worn around the waist. A 3 s epoch will be used (Obeid, Nguyen, Gabel, & Timmons, 2011) and will record physical activity for 7 consecutive days (Trost, Pate, Freedson, Sallis, & Taylor, 2000).
Executive Function: The BRIEF-P, a parent-report tool, will be used to assess children's trait executive function at week 0 (Sherman & Brooks, 2010). State executive function will be assessed using the Attention Sustained subtest 6 of the Leiter-3 test battery. The task requires children to view a target image (an animal) and identify the images that match among a set of distractor images as quickly as possible; there are 4 trials, each of which have a practice set. This tool is commercially available. To assess inhibition, the Head Toes Knees and Shoulders instrument will also be administered. This task requires Children are to play a game in which they must do the opposite of what the experimenter says. The experimenter instructs children to touch their head (or their toes), but instead of following the command, the children are supposed to do the opposite and touch their toes.
Perceived Physical Competence: The PSCS-PK will be used to assess each child's level of perceived competence. There are physical competence subscale (6-items) will be administered. The scale is an extension of Harter's Perceived Competence Scale for Children (1982). This tool is freely available online.
Demographic Factors: The baseline questionnaire will include questions about the parent and the child on age, gender, race/ethnicity, parental education and occupation, and household income. The questionnaire will be parent-completed.
Parental Engagement: Parents will be asked about the use and the frequency of use, of specific activities that will be employed in our program. A parent-reported questionnaire specific to these activities has been created to determine if parents have been using these strategies before our program, and if they have incorporated them into their activities with their child after having completed the program.
Parental Acceptability: Consenting parents will engage in a focus group, led by a facilitator. Staying consistent with the unstructured nature of a focus group, open-ended questions designed to initiate discussions surrounding their attitudes and opinions, likes and dislikes of the program will be asked. The discussion will be audio recorded and transcribed verbatim. Focus group transcriptions will be used to revise the program and its components to better serve the community.
Analysis: Basic descriptive statistics of participating children and parents will be completed. Mixed effects models will be used to assess a group-by-time effect on all outcomes. All analyses will be conducted on an intention to treat basis.
Study Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Locations
-
-
Ontario
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Toronto, Ontario, Canada, M5S 2W6
- University of Toronto
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-
Participation Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
- Between the ages of 3 and 4 years with typical development
Exclusion Criteria:
- Developmental delay
- Physical conditions that prohibit safe participation in physical activity
Study Plan
How is the study designed?
Design Details
- Primary Purpose: OTHER
- Allocation: RANDOMIZED
- Interventional Model: PARALLEL
- Masking: SINGLE
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
---|---|
EXPERIMENTAL: Experimental
Children will enter into the Move 2 Learn program immediately following their first assessment (between week 0 to 10)
|
10-week (1 hour/week) program designed to target fundamental movement and pre-literacy skills with active parent involvement.
Other Names:
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OTHER: Wait-list Control
Children will not participate in the program until after their second assessment (between week 11 to 21).
Their control period will take place between week 0 and 10.
|
10-week (1 hour/week) program designed to target fundamental movement and pre-literacy skills with active parent involvement.
Other Names:
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Change in Motor skills
Time Frame: Change from week 0 to 11
|
Movement skill competency (Peabody Developmental Motor Scales- 2nd ed; total gross motor scores range from 0 to 286 with higher scores representing higher motor skill)
|
Change from week 0 to 11
|
Change in Pre-literacy skills
Time Frame: Change from week 0 to 11
|
Print Concept Knowledge (Preschool Word and Print Awareness Tool; standardized scores range from 0 to 181 with higher scores representing higher pre-literacy skill)
|
Change from week 0 to 11
|
Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Change in Perceived Physical Competence
Time Frame: Change from week 0 to 11
|
Perceptions of one's own physical abilities (Physical Competence subscale of Harter's Pictorial Scale of Perceived Competence and Social Acceptance for Young Children; subscale scores range from 4 to 24 and will be averaged to produce a score ranging from 1 to 4 with higher scores representing more positive self perceptions)
|
Change from week 0 to 11
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Change in Perceived Physical Competence
Time Frame: Change from week 11 to 21
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Perceptions of one's own physical abilities (Physical Competence subscale of Harter's Pictorial Scale of Perceived Competence and Social Acceptance for Young Children; subscale scores range from 4 to 24 and will be averaged to produce a score ranging from 1 to 4 with higher scores representing more positive self perceptions)
|
Change from week 11 to 21
|
Change in Executive function - Attention
Time Frame: Change from week 0 to 11
|
Sustained Attention (Subtest 6 of the Leiter-3; scores of correct responses range from 0 to 70 with high scores representing higher levels of attention; scores of errors of commission range from 0 to 205 with higher scores representing lower levels attention)
|
Change from week 0 to 11
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Change in Executive function - Attention
Time Frame: Change from week 11 to 21
|
Sustained Attention (Subtest 6 of the Leiter-3; scores of correct response range from 0 to 70 with high scores representing higher levels of attention; scores of errors of commission range from 0 to 205 with higher scores representing lower levels of attention)
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Change from week 11 to 21
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Executive function - Inhibition
Time Frame: Change from week 0 to 11
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Inhibition (Head Toes Knees Shoulders Instrument; scores range from 0 to 52 with higher score representing higher inhibition)
|
Change from week 0 to 11
|
Executive function - Inhibition
Time Frame: Change from week 11 to 21
|
Inhibition (Head Toes Knees Shoulders Instrument; scores range from 0 to 52 with higher score representing higher inhibition)
|
Change from week 11 to 21
|
Physical activity
Time Frame: Change from week 0 to 11
|
Levels of physical activity over 7 days as measured using accelerometers
|
Change from week 0 to 11
|
Physical activity
Time Frame: Change from week 11 to 21
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Levels of physical activity over 7 days as measured using accelerometers
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Change from week 11 to 21
|
Parental engagement - movement activity
Time Frame: Change from week 0 to 11
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Parent-reported levels of engagement in completing movement activities at home
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Change from week 0 to 11
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Parental engagement - movement activity
Time Frame: Change from week 11 to 21
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Parent-reported levels of engagement in completing movement activities at home
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Change from week 11 to 21
|
Parental engagement - reading activity
Time Frame: Change from week 0 to 11
|
Parent-reported levels of engagement in completing pre-literacy activities at home
|
Change from week 0 to 11
|
Parental engagement - reading activity
Time Frame: Change from week 11 to 21
|
Parent-reported levels of engagement in completing pre-literacy activities at home
|
Change from week 11 to 21
|
Change in Motor skills
Time Frame: Change from week 11 to 21
|
Movement skill competency (Peabody Developmental Motor Scales- 2nd ed; total gross motor scores range from 0 to 286 with higher scores representing higher motor skill)
|
Change from week 11 to 21
|
Change in Pre-literacy skills
Time Frame: Change from week 11 to 21
|
Print Concept Knowledge (Preschool Word and Print Awareness Tool; standardized scores range from 0 to 181 with higher scores representing higher pre-literacy skill)
|
Change from week 11 to 21
|
Collaborators and Investigators
Sponsor
Collaborators
Investigators
- Principal Investigator: John Cairney, PhD, University of Toronto
Study record dates
Study Major Dates
Study Start (ACTUAL)
Primary Completion (ACTUAL)
Study Completion (ACTUAL)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (ACTUAL)
Study Record Updates
Last Update Posted (ACTUAL)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Keywords
Other Study ID Numbers
- 8303
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.
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