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.
研究概览
详细说明
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.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Fethiye
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Muğla、Fethiye、土耳其（türkiye）、48300
- Yusuf İzzet Primary School
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参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
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
学习计划
研究是如何设计的？
设计细节
- 主要用途：治疗
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
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实验性的：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.
其他名称：
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无干预：Control
Children continued to receive their usual special education services without |
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
大体时间：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
大体时间：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
大体时间：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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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Change in RCADS-P Anxiety and Depression Subscale Scores
大体时间：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
大体时间：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
大体时间：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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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他相关的 MeSH 术语
其他研究编号
- LokmanHekimU-AGokcen-001
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
IPD 共享支持信息类型
- 研究方案
- 国际碳纤维联合会
- 企业社会责任
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研究美国 FDA 监管的设备产品
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