Investigation of Psychosocial Effects of Dance/Movement Therapy in Children With Specific Learning Disorders

NCT07843407 | Completed

• 1 other identifier: LokmanHekimU-AGokcen-001
• Study Type: interventional
• Target: 46
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Specific Learning Disorder

Keywords

Dance/Movement Therapy; Specific Learning Disorder; Dance; Self-esteem; Anxiety; Depression; Social skills

Outcome Measures

Primary Outcomes (3)

• Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score

  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

  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)

• Change in Social Skills Evaluation Scale (SSES) Total Score

  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)

Secondary Outcomes (3)

• Change in RCADS-P Anxiety and Depression Subscale Scores

  Baseline, week 8 (post-intervention), and month 6 (follow-up)

• Change in CSEI Subscale Scores

  Baseline, week 8 (post-intervention), and month 6 (follow-up)

• Change in SSES Subscale Scores

  Baseline, week 8 (post-intervention), and month 6 (follow-up)

Study Arms (2)

Dance/Movement Therapy

EXPERIMENTAL

Children received 16 sessions of group dance/movement therapy (45 minutes, twice weekly, for 8 weeks) in addition to their usual special education

Behavioral: Dance/Movement Therapy

Control

NO INTERVENTION

Children continued to receive their usual special education services without

Interventions

Dance/Movement Therapy BEHAVIORAL

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.

Also known as: DMT

Dance/Movement Therapy

Eligibility Criteria

• Age: 8 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• Hacettepe University: collaborator
• Lokman Hekim University: lead

Study Sites (1)

Yusuf İzzet Primary School

Muğla, Fethiye, 48300, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Specific Learning Disorder; Anxiety Disorders; Depression; Social Skills

Condition Hierarchy (Ancestors)

Learning Disabilities; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders; Behavioral Symptoms; Behavior; Social Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER GOV
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD, OT.

Study Record Dates

• First Submitted: September 21, 2026
• First Posted: September 28, 2026
• Study Start: June 15, 2024
• Primary Completion: March 11, 2025
• Study Completion: April 15, 2025
• Last Updated: September 28, 2026

Record last verified: 2026-09

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, ICF, CSR

Locations

TU (1)