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IRCT2017041412053N2 IRCT 2017-09-11 Iran University of Medical Sciences, Knowledge and Translation and Exchange Unit Impact of perceptual- motor package use on learning disorder in children Impact of perceptual- motor package use on learning disorder in children 2017-03-10 anticipated 45 Complete https://irct.ir/trial/12194 interventional Randomization: Not randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment. N/A learning disorder. Intervention 1: The intervention group receives package and practices tasks 3 times in a week for 3 consecutive months and is evaluated by pretest and posttest. This educational package consists of 6 parts and every part lasts 10 minutes. It has been made by occupational therapist and resident of psychiatry after getting a consent form of a child and her parents and the exercises will be recorded in 6 weekly sessions. After making the film and organizing the material, the study is started. Following domains have been considered in this package: 1. Ocular exercises include 3 types of eye movement: staring, pursuing and saccadic movement like exercise with flashlight or finding the direction. Visual perception exercises include increasing visual memory, discrimination and closure like tapping. 2. Motor planning exercises include coordination between limbs and simultaneous use of several organs (hands, feet and eyes) like imitation of postures. 3. Memory exercises in 2 forms: phonological (repeating several words) and visual- perceptual (playing with Lego or jigsaw). 4. Some exercises for auditory discrimination to separate sounds and to find the source of sound. 5. Some exercises for persistent, selective and alternative attention that increases child’s tolerance. 6. Some exercises for problem solving and reasoning to involve in academic activities and to find solution by deductive or inductive ways like playing with numbers. Intervention 2: The second group practices the same tasks (like educational package) by helping an occupational therapist in the clinic. They get exercises in 3 weekly sessions for 3 consecutive months. They are evaluated by pretest and posttest. Intervention 3: The Third group is the control group who just participated in pretest and posttest. They are selected from waiting list of clinic who have learning disorder and they have signed the consent form after getting explanation about the research. Follow up is done by calling parents weekly, asking about educational package. If they do not answer the call, it would be repeated.
public Hossein Salehi
Mostafa Khomeini Street, Shahid Yayanejad Hospital
Babol Iran (Islamic Republic of) 4713655647 +98 11 3222 5035 hsalehi_2003@yahoo.com Mazandaran University of Medical Scineces scientific Mitra Hakim Shooshatri
Shahied Mansuri St., Niayesh St., Sattarkhan Ave., Tehran , I.R. Iran
Tehran Iran (Islamic Republic of) 1447673173 +98 21 2222 6127 mitra.hakim@gmail.com Iran University of Medical Sciences Iran (Islamic Republic of) inclusion criteria: grade 1 to grade 4 students; having learning disorder based on a child psychiatrist diagnosis exclusion criteria: history of seizure; history of other neurological or orthopedic problems; having autism 7 years 12 years Both F81.0 specific reading disorder Other Other Other The intervention group receives package and practices tasks 3 times in a week for 3 consecutive months and is evaluated by pretest and posttest. This educational package consists of 6 parts and every part lasts 10 minutes. It has been made by occupational therapist and resident of psychiatry after getting a consent form of a child and her parents and the exercises will be recorded in 6 weekly sessions. After making the film and organizing the material, the study is started. Following domains have been considered in this package: 1. Ocular exercises include 3 types of eye movement: staring, pursuing and saccadic movement like exercise with flashlight or finding the direction. Visual perception exercises include increasing visual memory, discrimination and closure like tapping. 2. Motor planning exercises include coordination between limbs and simultaneous use of several organs (hands, feet and eyes) like imitation of postures. 3. Memory exercises in 2 forms: phonological (repeating several words) and visual- perceptual (playing with Lego or jigsaw). 4. Some exercises for auditory discrimination to separate sounds and to find the source of sound. 5. Some exercises for persistent, selective and alternative attention that increases child’s tolerance. 6. Some exercises for problem solving and reasoning to involve in academic activities and to find solution by deductive or inductive ways like playing with numbers. The second group practices the same tasks (like educational package) by helping an occupational therapist in the clinic. They get exercises in 3 weekly sessions for 3 consecutive months. They are evaluated by pretest and posttest. The Third group is the control group who just participated in pretest and posttest. They are selected from waiting list of clinic who have learning disorder and they have signed the consent form after getting explanation about the research. Follow up is done by calling parents weekly, asking about educational package. If they do not answer the call, it would be repeated. Reading ability and working memory. Timepoint: Preintervention. Method of measurement: Screening Inventory Reading Test (IRT) and N-Back Working Memory Test. Earning ability and working memory. Timepoint: After 3 months intervention. Method of measurement: Screening Inventory Reading Test (IRT) and N-Back Working Memory Test. Iran University of Medical Sciences, Knowledge and Translation and Exchange Unit Approved 2017-03-06 Iran University of Medical Sciences Hemmat Highway Tehran Iran (Islamic Republic of)