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

NCT ID: NCT05850169

Last Updated: 2023-05-09

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 51 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2019-08-24
• Study Completion Date: 2020-12-24

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.

Detailed Description

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.

The randomized controlled trial was conducted between August 2019 and December 2020 in the Occupational Therapy Department of Hacettepe University. The sample consisted of 51 children with dyslexia aged 8-10 years. While 26 of the participants received routine literacy training, the other 25 also received creative dance training three times a week for 4 weeks. Motor functions were assessed using the "Bruininks-Oseretsky Motor Competence 2 Test- Short Form", and executive functions were assessedusing the "Executive Function and Occupational Routines Scale".

Conditions

Dyslexia; Dance Therapy; Motor Skills; Executive Function

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: SINGLE

Study Groups

intervention group

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).

Group Type: EXPERIMENTAL

Creative Dance Therapy

Intervention Type: 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).

Control group

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Creative Dance Therapy

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 Type: OTHER

Eligibility Criteria

Inclusion Criteria

• 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.

Exclusion Criteria

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

• Minimum Eligible Age: 6 Years
• Maximum Eligible Age: 10 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: No

Sponsors

Ankara Medipol University

OTHER

Sponsor Role: lead

Responsible Party

Cemre Bafralı

Lecturer

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Cemre Bafralı, Msc

Role: PRINCIPAL_INVESTIGATOR

Ankara Medipol University

Locations

Cemre Bafralı

Ankara, Altındağ, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

ANKARAMEDİPOLUBAFRALİ002

Identifier Type: -

Identifier Source: org_study_id