The Effects of Creative Dance Therapy on Motor and Executive Functions in Children With Dyslexia

NCT05850169 | Completed

• 1 other identifier: ANKARAMEDİPOLUBAFRALİ002
• Study Type: interventional
• Target: 51
• Locations: 1 country
• Sites: 1

Brief Summary

Although some benefits of dance have been described for motor and cognitive skills, the effects on individuals with dyslexia are unclear. The purpose of this study was to investigate the effects of creative dance training on the motor and executive skills of children with dyslexia.

Conditions

Dyslexia; Dance Therapy; Motor Skills; Executive Function

Outcome Measures

Primary Outcomes (2)

• Bruininks-Oseretsky Test of Motor Proficiency Second Edition Brief Form, (BOT-2 SF)

  Bruininks-Oseretsky Test of Motor Proficiency Second Edition Brief Form, (BOT-2 SF) was used to assess the motor functions of the participants. BOT2- SF consists of eight subdomains, including fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, upper limb coordination, strength, speed and agility, and includes a total of 12 items (Bruininks, 2010). The test takes 15-20 minutes to complete. The higher score obtained from the test indicates a better performance in motor competence, and the highest score that can be obtained from the test is 72 points (Bruininks, 2010). The Turkish validity and reliability study of the BOT2-SF was conducted by Köse et al. (2018) on children with specific learning difficulties.

  20 minutes

• Executive Function and Occupational Routines Scale (EFORTS)

  Executive Function and Occupational Routines Scale (EFORTS) was used to assess participants' executive functions. EFORTS is a 30-item scale that measures the child's daily routine and consists of three factors: morning and evening routines, play and leisure routines, and social routine (Frisch \& Rosenblum, 2014). It is completed by the family and rated on a 1-5 Likert scale. A high score on each item indicates that the child performs better in an occupation that requires executive functions. The Turkish validity and reliability study was conducted by Akyürek and Bumin (2017).

  20 minutes

Study Arms (2)

intervention group

EXPERIMENTAL

After completion of the initial assessments, the intervention group received 3 sessions per week of creative dance training for 4 weeks (12 sessions), with each session lasting approximately 40 minutes. The creative dance training took place in a 40-square-metre mirrored hall with a tatami mat on the floor. The training was conducted individually for each child in the IG. Different children's songs were selected for each session in harmony with the rhythm of the dance movements. In each session, 10 minutes of warm-up movements and 20 minutes of creative dance training were conducted, accompanied by songs. Meanwhile, materials such as spiky and heavy balls, ribbons, rhythm sticks and holihop were included in the application. The creative dance training was planned by diversifying the 8 movement models (breath, tactile, core-distal, head-tail, upper-lower, body side, cross lateral and vestibular) of "Brain Dance", which is a part of creative dance (Gilbert, 2002,2015).

Other: Creative Dance Therapy

Control group

NO INTERVENTION

Interventions

Creative Dance Therapy OTHER

After completion of the initial assessments, the intervention group received 3 sessions per week of creative dance training for 4 weeks (12 sessions), with each session lasting approximately 40 minutes. The creative dance training took place in a 40-square-metre mirrored hall with a tatami mat on the floor. The training was conducted individually for each child in the IG. Different children's songs were selected for each session in harmony with the rhythm of the dance movements. In each session, 10 minutes of warm-up movements and 20 minutes of creative dance training were conducted, accompanied by songs. Meanwhile, materials such as spiky and heavy balls, ribbons, rhythm sticks and holihop were included in the application. The creative dance training was planned by diversifying the 8 movement models (breath, tactile, core-distal, head-tail, upper-lower, body side, cross lateral and vestibular) of "Brain Dance", which is a part of creative dance (Gilbert, 2002,2015).

intervention group

Eligibility Criteria

• Age: 6 Years - 10 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• an age between 6 and 10 years
• a diagnosis of dyslexia according to DSM-V criteria
• continued formal education in elementary school
• participation in routine literacy training in a special education and rehabilitation center
• voluntary participation in the study.

You may not qualify if:

• having additional physical or psychological problem accompanying the dyslexia
• using of psychotic drugs
• participating in sports regularly.

Sponsors & Collaborators

• Ankara Medipol University: lead

Study Sites (1)

Cemre Bafralı

Ankara, Altındağ, 6050, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Dyslexia

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Specific Learning Disorder; Learning Disabilities; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Cemre Bafralı, Msc

  Ankara Medipol University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: April 28, 2023
• First Posted: May 9, 2023
• Study Start: August 24, 2019
• Primary Completion: October 7, 2019
• Study Completion: December 24, 2020
• Last Updated: May 9, 2023

Record last verified: 2023-04

Data Sharing

• IPD Sharing: Will share

Locations

TU (1)