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.
Studie Overzicht
Toestand
Conditie
Interventie / Behandeling
Gedetailleerde beschrijving
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.
Studietype
Inschrijving (Werkelijk)
Fase
- Niet toepasbaar
Contacten en locaties
Studie Locaties
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Fethiye
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Muğla, Fethiye, Turkije (Türkiye), 48300
- Yusuf İzzet Primary School
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Deelname Criteria
Geschiktheidscriteria
Leeftijden die in aanmerking komen voor studie
Accepteert gezonde vrijwilligers
Geslachten die in aanmerking komen voor studie
Beschrijving
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
Studie plan
Hoe is de studie opgezet?
Ontwerpdetails
- Primair doel: Behandeling
- Toewijzing: Gerandomiseerd
- Interventioneel model: Parallelle opdracht
- Masker: Geen (open label)
Wapens en interventies
Deelnemersgroep / Arm |
Interventie / Behandeling |
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Experimenteel: 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.
Andere namen:
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Geen tussenkomst: Control
Children continued to receive their usual special education services without |
Wat meet het onderzoek?
Primaire uitkomstmaten
Uitkomstmaat |
Maatregel Beschrijving |
Tijdsspanne |
|---|---|---|
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Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
Tijdsspanne: 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
Tijdsspanne: 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
Tijdsspanne: 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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Secundaire uitkomstmaten
Uitkomstmaat |
Maatregel Beschrijving |
Tijdsspanne |
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Change in RCADS-P Anxiety and Depression Subscale Scores
Tijdsspanne: 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
Tijdsspanne: 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
Tijdsspanne: 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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Medewerkers en onderzoekers
Sponsor
Medewerkers
Studie record data
Bestudeer belangrijke data
Studie start (Werkelijk)
Primaire voltooiing (Werkelijk)
Studie voltooiing (Werkelijk)
Studieregistratiedata
Eerst ingediend
Eerst ingediend dat voldeed aan de QC-criteria
Eerst geplaatst (Werkelijk)
Updates van studierecords
Laatste update geplaatst (Werkelijk)
Laatste update ingediend die voldeed aan QC-criteria
Laatst geverifieerd
Meer informatie
Termen gerelateerd aan deze studie
Trefwoorden
Aanvullende relevante MeSH-voorwaarden
- Neurologische manifestaties
- Ziekten van het zenuwstelsel
- Psychische aandoening
- Gedragssymptomen
- Neurologische gedragsmanifestaties
- Neurologische ontwikkelingsstoornissen
- Communicatiestoornissen
- Leerproblemen
- Pathologische aandoeningen, tekenen en symptomen
- Gedrag
- Tekenen en symptomen
- Sociaal gedrag
- Specifieke leerstoornis
- Angst stoornissen
- Depressie
- Sociale vaardigheden
Andere studie-ID-nummers
- LokmanHekimU-AGokcen-001
Plan Individuele Deelnemersgegevens (IPD)
Bent u van plan om gegevens van individuele deelnemers (IPD) te delen?
Beschrijving IPD-plan
De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
IPD delen Ondersteunend informatietype
- LEERPROTOCOOL
- ICF
- MVO
Informatie over medicijnen en apparaten, studiedocumenten
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