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Effectiveness of Dance Therapy for Students With Mild Autism Spectrum Disorder in China

2026年8月29日 更新者：Samsilah Binti Roslan、Universiti Putra Malaysia

Effectiveness of Dance Therapy for Social Play, Emotional Regulation, Group and Communication Skills of Students With Mild Autism in China: A Cluster Randomized Controlled Trial

This study aims to evaluate the effectiveness of Dance Movement Therapy (DMT) in improving social play, emotional regulation, group skills, and communication skills among students with mild autism in China. The study will use a cluster randomized controlled trial with a pretest-posttest design. A total of 96 students aged 8-13 years will be recruited from special education schools in Linfen, Shanxi Province, China. Existing intact classes will serve as clusters and will be randomly assigned to either the DMT group or the Regular Art Class (RAC) control group. Both groups will participate in 12 weeks of intervention, conducted twice weekly, with each session lasting 45 minutes during regular art class time. Outcomes will be assessed before and after the intervention to evaluate and compare changes between the two groups.

調査の概要

状態

まだ募集していません

条件

介入・治療

研究の種類

介入

入学 (推定)

96

段階

  • 適用できない

連絡先と場所

このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。

研究連絡先

研究場所

  • 中国
    • Shanxi
      • Linfen、Shanxi、中国、041000
        • Linfen Changxiang Children's Education Center
        • コンタクト：

参加基準

研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。

適格基準

就学可能な年齢

  • 子

健康ボランティアの受け入れ

いいえ

説明

Inclusion Criteria:

  1. Aged between 8 and 13 years.
  2. Have a pre-existing clinical diagnosis of mild Autism Spectrum Disorder (ASD), as documented in school or medical records.
  3. Have no other serious physical health issues, such as severe chronic diseases, major surgical history, or health problems that affect quality of life.
  4. Have no prior experience with dance therapy.
  5. Written informed consent is provided by the participant's parent or legal guardian.

Exclusion Criteria:

  1. Children with serious physical health conditions that may affect their ability to participate in the study.
  2. Children with prior experience in dance therapy.
  3. Children whose parent or legal guardian does not provide written informed consent.

研究計画

このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。

研究はどのように設計されていますか？

デザインの詳細

  • 主な目的：処理
  • 割り当て：ランダム化
  • 介入モデル：並列代入
  • マスキング：なし（オープンラベル）

武器と介入

参加者グループ / アーム
介入・治療
実験的：Dance Movement Therapy (DMT) Group
Participants in this group will receive a 12-week Dance Movement Therapy (DMT) intervention, conducted twice weekly, with each session lasting 45 minutes during regular art class time.
行動：Dance Movement Therapy (DMT)

The Dance Movement Therapy (DMT) intervention will be delivered over 12 weeks, with two 45-minute sessions per week. Each session will include a warm-up phase, a core activity phase, and a closing phase, with additional time used flexibly for transitions and emotional adjustment. The intervention will use structured and creative movement activities, including mirror exercises, rhythm synchronization, spatial exploration, improvisational movement, symbolic movement, role-playing, cooperative activities, and relaxation exercises.

The intervention will progress through three phases. Weeks 1-4 will focus on bodily awareness and spatial perception; Weeks 5-8 will focus on emotional expression, emotional regulation, social interaction, and cooperation; and Weeks 9-12 will focus on confidence, creativity, complex emotional understanding, and integration of previously developed skills. Activities will be adjusted to participants' responses and individual needs.
アクティブコンパレータ：Regular Art Class (RAC) Group
Participants in this group will participate in Regular Art Class (RAC) activities for 12 weeks, conducted twice weekly, with each session lasting 45 minutes during regular art class time.
行動：Regular Art Class (RAC)

The Regular Art Class (RAC) intervention will be delivered over 12 weeks, with two 45-minute sessions per week, following the school's conventional art curriculum. The program will include one Music and Rhythmic Movement session and one Art and Craft session per week. Sessions will consist of structured, teacher-guided activities and will typically include warm-up activities, theme-based learning, creative practice, and summary sharing, with additional time reserved for transitions and students' emotional needs.

Music and Rhythmic Movement sessions will include singing, rhythm practice, simple body movements, group games, and cooperative activities. Art and Craft sessions will primarily include handicraft and collage activities during the first eight weeks, followed by painting activities from Week 9 onward. The activities will focus on creative expression, basic artistic skills, classroom participation, rhythmic abilities, fine motor skills, imagination, observation, color expression

この研究は何を測定していますか？

主要な結果の測定

結果測定
メジャーの説明
時間枠
Change in Social Play Assessed by the Penn Interactive Peer Play Scale (PIPPS)
時間枠：Baseline and immediately after the 12-week intervention
Social play will be assessed using the Penn Interactive Peer Play Scale (PIPPS), a 32-item teacher-rated measure of peer play behaviors. The PIPPS assesses three dimensions: Play Interaction, Play Disruption, and Play Disconnection. Items are rated on a four-point Likert scale (never, seldom, often, and always). Higher Play Interaction scores indicate more positive peer play interactions, whereas higher Play Disruption and Play Disconnection scores indicate greater disruptive behavior and disengagement from peer play, respectively. Scores will be calculated according to the established PIPPS scoring procedures.
Baseline and immediately after the 12-week intervention
Change in Emotional Regulation Assessed by the Chinese Version of the Emotion Regulation Checklist (ERC-C)
時間枠：Baseline and immediately after the 12-week intervention
Emotional regulation will be assessed using the Chinese Version of the Emotion Regulation Checklist (ERC-C), a 24-item rating scale completed by a parent, teacher, or other adult familiar with the child. The ERC-C assesses two dimensions: Emotion Regulation and Lability/Negativity. Items are rated on a 7-point Likert scale from 1 (completely untrue) to 7 (completely true). Emotion Regulation reflects adaptive emotional regulation, whereas Lability/Negativity reflects emotional reactivity and dysregulation. Scores will be calculated according to the established scoring procedures.
Baseline and immediately after the 12-week intervention
Change in Group Skills Assessed by the Social Skills Subscale of the Chinese Version of the School Social Behavior Scales (SSBS-C)
時間枠：Baseline and immediately after the 12-week intervention
Group skills will be assessed using the 32-item Social Skills subscale of the Chinese Version of the School Social Behavior Scales (SSBS-C), completed by teachers or other school staff familiar with the child. The subscale assesses three dimensions: Interpersonal Skills, Self-Management Skills, and Academic Skills. Items are rated on a 5-point scale from 1 (never occurs) to 5 (always occurs). Higher scores indicate stronger social skills, including interpersonal interaction, self-management, and skills relevant to effective participation and functioning in group settings.
Baseline and immediately after the 12-week intervention
Change in Communication Skills Assessed by the Chinese Version of the Communication Matrix (CM-C)
時間枠：Baseline and immediately after the 12-week intervention
Communication skills will be assessed using the Chinese Version of the Communication Matrix (CM-C), a functional communication assessment for individuals with limited verbal or spoken communication. The assessment evaluates communication across seven developmental levels, ranging from pre-intentional behavior to abstract symbolic communication, and includes multiple forms of communication such as gestures, facial expressions, vocalizations, pictures, and other augmentative and alternative communication methods. For quantifying change, individual communication behaviors are scored as 0 (not used), 1 (emerging), or 2 (mastered). The total score ranges from 0 to 160, with higher scores indicating more developed functional communication skills.
Baseline and immediately after the 12-week intervention

協力者と研究者

ここでは、この調査に関係する人々や組織を見つけることができます。

スポンサー

Universiti Putra Malaysia

研究記録日

これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。

主要日程の研究

研究開始 (推定)

2026年9月20日

一次修了 (推定)

2027年1月20日

研究の完了 (推定)

2027年1月20日

試験登録日

最初に提出

2026年8月29日

QC基準を満たした最初の提出物

2026年8月29日

最初の投稿 (実際)

2026年9月2日

学習記録の更新

投稿された最後の更新 (実際)

2026年9月2日

QC基準を満たした最後の更新が送信されました

2026年8月29日

最終確認日

2026年8月1日

詳しくは

本研究に関する用語

キーワード

追加の関連 MeSH 用語

その他の研究ID番号

  • UPM-EDU-DMT-2026-001
  • JKEUPM-2025-725 (その他の識別子：Universiti Putra Malaysia Ethics Committee for Research Involving Human Subjects (JKEUPM))

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いいえ

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