Strengthening Social, Emotional and Behavioral Resilience

NCT04935593 | Unknown DMC

• 1 other identifier: pbowrin001
• Study Type: interventional
• Target: 60
• Locations: 1 country
• Sites: 1

Brief Summary

Behavioral and emotional disorders adversely affect overall health and well-being. Prevalence rates among children and adolescents classified with behavioral and emotional disorders or neurodevelopmental disorders (NDD), as recently redefined in ICD-11, have steadily increased over the past decade. In particular, prevalence rates among persons classified with Autism Spectrum Disorders (ASD), the fastest rising behavioral and emotional disorder, have sharply risen over the past five years and is now estimated at 1 in 54. Shared symptoms within behavioral and emotional disorders include persistent social, emotional and behavioral functioning deficits that often impact self-management, social-awareness and metacognition competences, in addition to adulthood health and wellness life course transition management. Social and Emotional Learning (SEL) stakeholder advocates have contributed meaningfully to the strengthening of behavioral and emotional health through interventions that focus primarily on physical and mental health outcomes of diagnosed individuals. However, focus on spiritual health outcomes and the at-risk population remain largely underutilized. Research that seeks to employ an integrative physical-mental-spiritual approach to strengthen social, emotional and behavioral resilience, of at-risk school age populations where social stigma and prohibitive treatment costs remain barriers to treatment is needed to help expand the field's understanding of the reciprocal relationship between spiritual health and emotional and behavioral outcomes. The RENEW (Resilience in Emotional and Behavioral Wellbeing) intervention will employ a multidisciplinary approach of social and emotional learning competency training, gamification principles and faith-centered values to strengthen social, behavioral and emotional resilience and competencies of those at risk for behavioral and emotional disorders, via a child-as co-researcher approach.

Conditions

Neurodevelopmental Disorders; Emotional Disorder; Behavior Disorders

Keywords

Social and emotional learning; Social return on investment; Gamification; Behavioral and Emotional Disorders

Outcome Measures

Primary Outcomes (6)

• Change from baseline in social-emotional competence on the Devereux Student Strengths Assessment - Mini instrument

  The Devereux Student Strengths Assessment - Mini is a 8-point brief version of the Devereux Student Strengths Assessment intended to serve as a universal screener of social and emotional competencies Rating Scale: (Never = 0; Rarely = 1; Occasionally = 2; Frequently = 3; Very Frequently = 4) High scores indicate a proficiency in social-emotional competence Low scores indicate need for instruction in social-emotional competence

  Baseline and Week 10

• Change from baseline in Self-Management assessment score on the Self-Management knowledge assessment form

  The Self-Management assessment is a 10-question quiz designed to assess a participants knowledge of self-management Rating Scale: (Need for knowledge of self-management \< 60); (Average knowledge of self-management \>= 60 and \< 80); (Knowledge Proficiency of self-management \>= 80) High scores indicate a proficiency in self-management knowledge Low scores indicate need for instruction in self-management knowledge

  Baseline and Week 6

• Change from baseline in Self-Awareness assessment score on the Self-Awareness knowledge assessment form

  The Self-Awareness assessment is a 10-question quiz designed to assess a participants knowledge of self-awareness Rating Scale: (Need for knowledge of self-awareness \< 60); (Average knowledge of self-awareness \>= 60 and \< 80); (Knowledge Proficiency of self-awareness \>= 80) High scores indicate a proficiency in self-awareness knowledge Low scores indicate need for instruction in self-awareness knowledge

  Baseline and Week 6

• Change from baseline in Social-Awareness assessment score on the social-awareness knowledge assessment form

  The Social-Awareness assessment is a 10-question quiz designed to assess a participants knowledge of social-awareness Rating Scale: (Need for knowledge of social-awareness \< 60); (Average knowledge of social-awareness \>= 60 and \< 80); (Knowledge Proficiency of social-awareness \>= 80) High scores indicate a proficiency in social-awareness knowledge Low scores indicate need for instruction in social-awareness knowledge

  Baseline and Week 8

• Change from baseline in Relationships assessment score on the relationships knowledge assessment form

  The Relationships assessment is a 10-question quiz designed to assess a participants knowledge of relationships Rating Scale: (Need for knowledge of relationships \< 60); (Average knowledge of relationships \>= 60 and \< 80); (Knowledge Proficiency of relationships \>= 80) High scores indicate a proficiency in relationship knowledge Low scores indicate need for instruction in relationship knowledge

  Baseline and Week 8

• Change from baseline in Decision-Making assessment score on the decision-making assessment form

  The Decision-Making assessment is a 10-question quiz designed to assess a participants knowledge of decision-making Rating Scale: (Need for knowledge of decision-making \< 60); (Average knowledge of decision-making \>= 60 and \< 80); (Knowledge Proficiency of decision-making \>= 80) High scores indicate a proficiency in decision-making knowledge Low scores indicate need for instruction in decision-making knowledge

  Baseline and Week 10

Secondary Outcomes (1)

• Change from baseline in Global self-concept score on the Social Emotional Assets and Resilience Scale - Child Short Form

  Baseline to Week 10

Study Arms (2)

Renew Intervention Group

EXPERIMENTAL

Participants in the group will receive training to help children strengthen social, emotional and behavioral knowledge and resilience.

Other: The RENEW Intervention

Parallel Control Group

NO INTERVENTION

Participants in the group will receive the usual bible lessons and activities

Interventions

The RENEW Intervention OTHER

An game-based intervention that will provide lessons and activities in social-awareness, self-management, self-awareness, relationships and decision making in effort to strengthen social, emotional and behavioral competence. The intervention will be administered tri-weekly for 20 minutes each session.

Also known as: The Resilience in Emotional and Behavioral Wellbeing (RENEW) Intervention

Renew Intervention Group

Eligibility Criteria

• Age: 8 Years - 14 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Home Internet access

You may not qualify if:

• No parental consent
• Sensory challenges to electronic devices

Sponsors & Collaborators

• Taipei Medical University: lead

Study Sites (1)

Taipei Adventist American School

Taipei, Shilin, 251, Taiwan

Location

Related Publications (8)

• Garwood, J. D., Peltier, C., Sinclair, T., Eisel, H., McKenna, J. W., & Vannest, K. J. (2020). A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019. Behavioral Disorders. https://doi.org/10.1177/0198742920961341

  BACKGROUND

• Bitta M, Kariuki SM, Abubakar A, Newton CRJC. Burden of neurodevelopmental disorders in low and middle-income countries: A systematic review and meta-analysis. Wellcome Open Res. 2017 Dec 29;2:121. doi: 10.12688/wellcomeopenres.13540.3. eCollection 2017.

  PMID: 29881784 RESULT

• Fortune N, Madden R, Riley T, Short S. The International Classification of Health Interventions: an 'epistemic hub' for use in public health. Health Promot Int. 2021 Dec 23;36(6):1753-1764. doi: 10.1093/heapro/daab011.

  PMID: 33585880 RESULT

• Ketcheson L, Hauck JL, Ulrich D. The levels of physical activity and motor skills in young children with and without autism spectrum disorder, aged 2-5 years. Autism. 2018 May;22(4):414-423. doi: 10.1177/1362361316683889. Epub 2017 Mar 1.

  PMID: 29152992 RESULT

• Maenner MJ, Shaw KA, Baio J; EdS1; Washington A, Patrick M, DiRienzo M, Christensen DL, Wiggins LD, Pettygrove S, Andrews JG, Lopez M, Hudson A, Baroud T, Schwenk Y, White T, Rosenberg CR, Lee LC, Harrington RA, Huston M, Hewitt A; PhD-7; Esler A, Hall-Lande J, Poynter JN, Hallas-Muchow L, Constantino JN, Fitzgerald RT, Zahorodny W, Shenouda J, Daniels JL, Warren Z, Vehorn A, Salinas A, Durkin MS, Dietz PM. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. MMWR Surveill Summ. 2020 Mar 27;69(4):1-12. doi: 10.15585/mmwr.ss6904a1.

  PMID: 32214087 RESULT

• Price S. Addressing Autism: Giving Physicians Tools. Tex Med. 2019 Dec 1;115(12):42-44.

  PMID: 31800089 RESULT

• Wiggins LD, Durkin M, Esler A, Lee LC, Zahorodny W, Rice C, Yeargin-Allsopp M, Dowling NF, Hall-Lande J, Morrier MJ, Christensen D, Shenouda J, Baio J. Disparities in Documented Diagnoses of Autism Spectrum Disorder Based on Demographic, Individual, and Service Factors. Autism Res. 2020 Mar;13(3):464-473. doi: 10.1002/aur.2255. Epub 2019 Dec 23.

  PMID: 31868321 RESULT

• Bowrin P, Bowrin E, Iqbal U, Sanna M. Benefits of RENEW: A Faith-Infused, Game-Based Social-Emotional Intervention: Evidence from a Pilot Cluster Randomized Crossover Trial on Primary School Children in Taiwan. J Relig Health. 2025 Jun;64(3):1594-1606. doi: 10.1007/s10943-024-02224-z. Epub 2024 Dec 24.

  PMID: 39719545 DERIVED

MeSH Terms

Conditions

Neurodevelopmental Disorders; Mental Disorders; Behavior

Interventions

Methods

Intervention Hierarchy (Ancestors)

Investigative Techniques

Study Officials

• Usman Iqbal, PhD

  Taipei Medical University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: TREATMENT
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: June 4, 2021
• First Posted: June 23, 2021
• Study Start: September 7, 2021
• Primary Completion: March 30, 2022
• Study Completion: March 30, 2022
• Last Updated: March 24, 2022

Record last verified: 2021-06

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)