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.
Studieoversikt
Status
Forhold
Intervensjon / Behandling
Detaljert beskrivelse
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
Registrering (Faktiske)
Fase
- Ikke aktuelt
Kontakter og plasseringer
Studiesteder
-
-
Fethiye
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Muğla, Fethiye, Tyrkia (Türkiye), 48300
- Yusuf İzzet Primary School
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-
Deltakelseskriterier
Kvalifikasjonskriterier
Alder som er kvalifisert for studier
Tar imot friske frivillige
Kjønn som er kvalifisert for studier
Beskrivelse
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
Studieplan
Hvordan er studiet utformet?
Designdetaljer
- Primært formål: Behandling
- Tildeling: Randomisert
- Intervensjonsmodell: Parallell tildeling
- Masking: Ingen (Open Label)
Våpen og intervensjoner
Deltakergruppe / Arm |
Intervensjon / Behandling |
|---|---|
|
Eksperimentell: 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.
Andre navn:
|
|
Ingen inngripen: Control
Children continued to receive their usual special education services without |
Hva måler studien?
Primære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
|---|---|---|
|
Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
Tidsramme: 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
Tidsramme: 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
Tidsramme: 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)
|
Sekundære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
|---|---|---|
|
Change in RCADS-P Anxiety and Depression Subscale Scores
Tidsramme: 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
Tidsramme: 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
Tidsramme: 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)
|
Samarbeidspartnere og etterforskere
Sponsor
Samarbeidspartnere
Studierekorddatoer
Studer hoveddatoer
Studiestart (Faktiske)
Primær fullføring (Faktiske)
Studiet fullført (Faktiske)
Datoer for studieregistrering
Først innsendt
Først innsendt som oppfylte QC-kriteriene
Først lagt ut (Faktiske)
Oppdateringer av studieposter
Sist oppdatering lagt ut (Faktiske)
Siste oppdatering sendt inn som oppfylte QC-kriteriene
Sist bekreftet
Mer informasjon
Begreper knyttet til denne studien
Nøkkelord
Ytterligere relevante MeSH-vilkår
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- Psykiske lidelser
- Atferdssymptomer
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- Kommunikasjonsforstyrrelser
- Lærevansker
- Patologiske tilstander, tegn og symptomer
- Oppførsel
- Tegn og symptomer
- Sosial oppførsel
- Spesifikk læringsforstyrrelse
- Angstlidelser
- Depresjon
- Sosiale ferdigheter
Andre studie-ID-numre
- LokmanHekimU-AGokcen-001
Plan for individuelle deltakerdata (IPD)
Planlegger du å dele individuelle deltakerdata (IPD)?
IPD-planbeskrivelse
De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
IPD-deling Støtteinformasjonstype
- STUDY_PROTOCOL
- ICF
- CSR
Legemiddel- og utstyrsinformasjon, studiedokumenter
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