Specific Learning DisorderNCT07843407
Investigation of Psychosocial Effects of Dance/Movement Therapy in Children With Specific Learning Disorders
A study testing Dance/Movement Therapy in people with Specific Learning Disorder, run by Lokman Hekim University at 1 site in Turkey (Türkiye).
Trial 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… Read more about this study
- Who is it for?
- Ages 8 to 12 years
- Conditions the study is for
- Specific Learning Disorder
- What is being tested?
- Dance/Movement Therapy
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 46 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Jun 2024to 15 Apr 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 8 to 12 years
- All sexes
- No healthy volunteers
- Child
Who may be able to join
- 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
Who cannot join
- 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
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Yusuf İzzet Primary School
Muğla, Fethiye, 48300
About this study
Official title: 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.
Read the detailed description
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.
- Conditions
- Specific Learning Disorder
- Being tested
- Dance/Movement Therapy
- Keywords
- Dance/Movement Therapy, Specific Learning Disorder, Dance, Self-esteem, Anxiety, Depression, Social skills
- Medical subject headings
- Specific Learning Disorder, Anxiety Disorders, Depression, Social Skills
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Dance/Movement TherapyBehavioural
Also called DMT
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.
| Study group | Role | What they receive |
|---|---|---|
| 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 Receives: Behavioral: Dance/Movement Therapy |
| Control | No intervention | Children continued to receive their usual special education services without |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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.
Measured: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Secondary outcomes (3)
Change in RCADS-P Anxiety and Depression Subscale Scores
Anxiety subscale (range 0-111) and depression subscale (range 0-30); higher scores indicate greater symptom severity.
Measured: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Change in CSEI Subscale Scores
General, social, home/family, and academic self-esteem subscales; higher scores indicate higher self-esteem.
Measured: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Change in SSES Subscale Scores
Twelve social skills domains; higher scores indicate better social skills.
Measured: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted28 Sep 2026
- Study start15 Jun 2024
- Primary completion11 Mar 2025
- Study completion15 Apr 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Specific Learning DisorderStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 46 participants (actual)
Sponsor and investigators
- Lead sponsor
- Lokman Hekim University
- Sponsor type
- Other government
- Collaborators
- Hacettepe University
- Responsible party
- Principal investigator, Arif Gökcen, Lokman Hekim University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07843407
- Sponsor's protocol ID
- LokmanHekimU-AGokcen-001
- Status last verified
- Sep 2026
- First submitted
- 21 Sep 2026
- Last updated
- 28 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
Study at a glance
From the registry record, last updated by the sponsor on 28 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Investigation of Psychosocial Effects of Dance/Movement Therapy in Children With Specific Learning Disorders: a Randomized Controlled Study With 6 Months Follow-up
- ClinicalTrials.gov ID
- NCT07843407
- Acronym / sponsor ID
- LokmanHekimU-AGokcen-001
- Conditions
- Specific Learning Disorder
- Keywords
- Dance/Movement Therapy, Specific Learning Disorder, Dance, Self-esteem, Anxiety, Depression, Social skills
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 46 participants (actual)
- Lead sponsor
- Lokman Hekim UniversityOther government
- Collaborators
- Hacettepe University
- Study start
- 15 Jun 2024 (actual)
- Primary completion
- 11 Mar 2025 (actual)
- Study completion
- 15 Apr 2025 (actual)
- First posted
- 28 Sep 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
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.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Dance/Movement Therapy | Experimental | Behavioral: Dance/Movement TherapyChildren received 16 sessions of group dance/movement therapy (45 minutes, twice weekly, for 8 weeks) in addition to their usual special education |
| Control | No intervention | –Children continued to receive their usual special education services without |
Who may qualify
- Ages
- 8 to 12 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child
Key inclusion criteria (4 listed)
- 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
Key exclusion criteria (3 listed)
- 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
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Dance/Movement TherapyAlso: DMTA 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. | Behavioural | Dance/Movement Therapy |
Primary outcome
Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score
Time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Parent-reported 47-item scale assessing anxiety and depressive symptoms (total score range 0-141); higher scores indicate greater symptom severity.
Change in Coopersmith Self-Esteem Inventory-School Form (CSEI) Total Score
Time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Child-reported inventory assessing general, social, home/family, and academic self-esteem; higher scores indicate higher self-esteem.
Change in Social Skills Evaluation Scale (SSES) Total Score
Time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Parent-reported 69-item scale assessing social skills across 12 domains (total score range 69-345); higher scores indicate better social skills.
3 secondary outcomes
Change in RCADS-P Anxiety and Depression Subscale Scores
Time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Change in CSEI Subscale Scores
Time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Change in SSES Subscale Scores
Time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 28 Sep 2026.
- Individual participant dataSharing planned: Yes. De-identified individual participant data underlying the published results will be available from the corresponding author upon reasonable request after publication.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Dance/Movement Therapy in people with Specific Learning Disorder, run by Lokman Hekim University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 28 Sep 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Revised Child Anxiety and Depression Scale-Parent Version (RCADS-P) Total Score (time frame: Baseline, week 8 (post-intervention), and month 6 (follow-up)). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 28 Sep 2026.