Investigation of Psychosocial Effects of Dance/Movement Therapy in Children With Specific Learning Disorders
Investigation of Psychosocial Effects of Dance/Movement Therapy in Children With Specific Learning Disorders: a Randomized Controlled Study With 6 Months Follow-up
This randomized controlled trial examined whether dance/movement therapy (DMT) can improve emotional and social well-being in children with specific learning disorder (SLD). Children aged 8-12 years with SLD who were receiving special education services in Muğla, Türkiye, were randomly assigned to either an 8-week group DMT program in addition to their usual special education services or to usual special education services alone. Anxiety and depressive symptoms, self-esteem, and social skills were assessed before the intervention, after the intervention, and at a 6-month follow-up.
Descripción general del estudio
Estado
Condiciones
Intervención / Tratamiento
Descripción detallada
Specific learning disorder is associated with emotional and social difficulties beyond academic problems. In this two-arm, parallel-group randomized controlled trial, eligible children were randomly allocated (1:1) to a DMT group or a control group using a computer-generated randomization sequence prepared by an independent statistician. The DMT program consisted of 16 group sessions (45 minutes each, twice weekly, over 8 weeks) delivered in small groups of 6-8 children. Each session followed a standardized five-phase structure (warm-up, improvisation, skill development, integration, and closure) based on the principles of the GAMZE (Gaining Accurate Mobility with Zealous Effort) style and the BrainDance model. Both groups continued to receive their usual special education services. Parents completed the Revised Child Anxiety and Depression Scale-Parent Version and the Social Skills Evaluation Scale, and children completed the Coopersmith Self-Esteem Inventory-School Form. Data were analyzed using linear mixed-effects models.
Tipo de estudio
Inscripción (Actual)
Fase
- No aplica
Contactos y Ubicaciones
Ubicaciones de estudio
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Fethiye
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Muğla, Fethiye, Turquía (Türkiye), 48300
- Yusuf İzzet Primary School
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Criterios de participación
Criterio de elegibilidad
Edades elegibles para estudiar
Acepta Voluntarios Saludables
Géneros elegibles para el estudio
Descripción
Inclusion Criteria:
- Age 8-12 years
- Diagnosis of specific learning disorder according to DSM-5 within the preceding 12 months, verified by a valid Child with Special Needs Report (ÇÖZGER)
- Enrollment in a primary school affiliated with the Turkish Ministry of National Education, with at least one semester of formal schooling completed
- Current enrollment in a special education and rehabilitation center
Exclusion Criteria:
- Co-occurring physical, neurological, psychiatric, or other neurodevelopmental condition that could interfere with participation or substantially affect study outcomes
- Receiving or initiating any treatment targeting neurodevelopmental, emotional, behavioral, or psychosocial functioning during the study period
- Regular participation in organized sports or other structured physical activities outside routine school and recreational activities
Plan de estudios
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Tratamiento
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Ninguno (etiqueta abierta)
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
|---|---|
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Experimental: Dance/Movement Therapy
Children received 16 sessions of group dance/movement therapy (45 minutes, twice weekly, for 8 weeks) in addition to their usual special education |
A structured, goal-oriented group program based on the GAMZE style and the BrainDance model. Each 45-minute session included warm-up (5 min), improvisation (10 min), skill development (15 min), integration (10 min), and closure (5 min). Sessions were delivered in groups of 6-8 children by an experienced therapist trained in goal-oriented DMT.
Otros nombres:
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Sin intervención: Control
Children continued to receive their usual special education services without |
¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
Periodo de tiempo: Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Parent-reported 47-item scale assessing anxiety and depressive symptoms (total score range 0-141); higher scores indicate greater symptom severity. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Change in Coopersmith Self-Esteem Inventory-School Form (CSEI) Total Score
Periodo de tiempo: Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Child-reported inventory assessing general, social, home/family, and academic self-esteem; higher scores indicate higher self-esteem. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Change in Social Skills Evaluation Scale (SSES) Total Score
Periodo de tiempo: Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Parent-reported 69-item scale assessing social skills across 12 domains (total score range 69-345); higher scores indicate better social skills. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Change in RCADS-P Anxiety and Depression Subscale Scores
Periodo de tiempo: Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Anxiety subscale (range 0-111) and depression subscale (range 0-30); higher scores indicate greater symptom severity. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Change in CSEI Subscale Scores
Periodo de tiempo: Baseline, week 8 (post-intervention), and month 6 (follow-up)
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General, social, home/family, and academic self-esteem subscales; higher scores indicate higher self-esteem. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Change in SSES Subscale Scores
Periodo de tiempo: Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Twelve social skills domains; higher scores indicate better social skills. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
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Colaboradores e Investigadores
Patrocinador
Colaboradores
Fechas de registro del estudio
Fechas importantes del estudio
Inicio del estudio (Actual)
Finalización primaria (Actual)
Finalización del estudio (Actual)
Fechas de registro del estudio
Enviado por primera vez
Primero enviado que cumplió con los criterios de control de calidad
Publicado por primera vez (Actual)
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización enviada que cumplió con los criterios de control de calidad
Última verificación
Más información
Términos relacionados con este estudio
Palabras clave
Términos MeSH relevantes adicionales
- Manifestaciones neurológicas
- Enfermedades del Sistema Nervioso
- Desordenes mentales
- Síntomas de comportamiento
- Manifestaciones neuroconductuales
- Trastornos del neurodesarrollo
- Desordenes comunicacionales
- Dificultades de aprendizaje
- Condiciones Patológicas, Signos y Síntomas
- Comportamiento
- Signos y síntomas
- Comportamiento social
- Trastorno Específico del Aprendizaje
- Desórdenes de ansiedad
- Depresión
- Habilidades sociales
Otros números de identificación del estudio
- LokmanHekimU-AGokcen-001
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
Descripción del plan IPD
De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
Tipo de información de apoyo para compartir IPD
- PROTOCOLO DE ESTUDIO
- CIF
- RSC
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
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