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.
Aperçu de l'étude
Statut
Les conditions
Intervention / Traitement
Description détaillée
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.
Type d'étude
Inscription (Réel)
Phase
- N'est pas applicable
Contacts et emplacements
Lieux d'étude
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Fethiye
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Muğla, Fethiye, Turquie (Türkiye), 48300
- Yusuf İzzet Primary School
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Critères de participation
Critère d'éligibilité
Âges éligibles pour étudier
Accepte les volontaires sains
Sexes éligibles pour l'étude
La description
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 d'étude
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Traitement
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Aucun (étiquette ouverte)
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
|
Expérimental: 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.
Autres noms:
|
|
Aucune intervention: Control
Children continued to receive their usual special education services without |
Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
Délai: Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
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)
|
|
Change in Coopersmith Self-Esteem Inventory-School Form (CSEI) Total Score
Délai: Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
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
Délai: Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
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)
|
Mesures de résultats secondaires
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Change in RCADS-P Anxiety and Depression Subscale Scores
Délai: Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
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)
|
|
Change in CSEI Subscale Scores
Délai: Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
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)
|
|
Change in SSES Subscale Scores
Délai: Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
Twelve social skills domains; higher scores indicate better social skills. |
Baseline, week 8 (post-intervention), and month 6 (follow-up)
|
Collaborateurs et enquêteurs
Parrainer
Collaborateurs
Dates d'enregistrement des études
Dates principales de l'étude
Début de l'étude (Réel)
Achèvement primaire (Réel)
Achèvement de l'étude (Réel)
Dates d'inscription aux études
Première soumission
Première soumission répondant aux critères de contrôle qualité
Première publication (Réel)
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
Dernière mise à jour soumise répondant aux critères de contrôle qualité
Dernière vérification
Plus d'information
Termes liés à cette étude
Mots clés
Termes MeSH pertinents supplémentaires
- Manifestations neurologiques
- Maladies du système nerveux
- Les troubles mentaux
- Symptômes comportementaux
- Manifestations neurocomportementales
- Troubles neurodéveloppementaux
- Troubles de la communication
- Des troubles d'apprentissage
- Conditions pathologiques, signes et symptômes
- Comportement
- Signes et symptômes
- Comportement social
- Trouble d'apprentissage spécifique
- Troubles anxieux
- La dépression
- Compétences sociales
Autres numéros d'identification d'étude
- LokmanHekimU-AGokcen-001
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
Description du régime IPD
De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
Type d'informations de prise en charge du partage d'IPD
- PROTOCOLE D'ÉTUDE
- CIF
- RSE
Informations sur les médicaments et les dispositifs, documents d'étude
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