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IRCT20140416017301N9 IRCT 2021-06-24 Iran University of Medical Sciences Designing Interventions Based on Occupation performance with facilities learning and its effect on the participation in activities outside of school in students with specific learning disorder Designing Interventions based on occupation performance coaching with four quadrant model of facilities learning and its effect on the participation in activities outside of school in students with specific learning disorder 2021-07-06 anticipated 30 Complete https://irct.ir/trial/55842 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: Available samples of parents of 7 to 12-year-old students referring to education and rehabilitation centers for special learning problems in Tehran, related to exceptional education (5 areas in Tehran: 1, 6, 8, 14, 18) According to the selected inclusion criteria and after agreeing to participate in this study and signing the consent form, they will be divided into two groups of control and intervention by complete randomization method (sealed envelope method). In absolute random method (envelope and paper method), the name of groups will be written on a piece of paper and put in an envelope and the participants will be asked to choose one of the papers randomly then the patient will be placed in the intervention or control group, Blinding description: This study is double blind. Participants (in both intervention and control groups) and the examiner (outcome assessor) are also blind (all assessments at all stages of the study by an experienced occupational therapist working with the child and their family who have previously been tested by the researcher. They are trained and done completely blind to the type of intervention in each family). Also, after the interventions in both groups, the test results will be analyzed by a blind statistician from both groups. N/A Specific Learning Disorder. Intervention 1: Intervention group: Occupation performance coaching interventions are presented to the intervention group in the form of three areas of structural process, emotional support, and information exchange along with the Four Quadrant Model of Facilitated learning. The content of the sessions based on the inventor of this method and Dr. Kessler, in general, is as follows. Also, the necessary changes will be applied after the pilot phase of the study: Session 1: Introducing and explaining the details of the intervention and setting goals by completing questionnaires (initial assessments). Objectives as specific as possible, measurable, and achievable in 10 to 12 sessions. Session 2: Start the problem-solving process for one of the goals and provide a printout of the problem-solving process. In this session, the parent determines that he or she will perform at least two different actions during the next week regarding the goal. Session 3: Review the first goal and start the next goals (one to two actions for each goal). Sessions 4 to 8: Assessing progress in all goals by considering the learning needs of parents and adding the Four Quadrant Model of Facilitated Learning to them to get acquainted with the structure and method of teaching goals to their child. session 9: Review of goals and aggregation to end the of sessions. Session 10 to 12: Deciding on goals that have not been achieved and ending the intervention with completing secondary evaluations. Intervention 2: Control group: Occupation performance coaching interventions are presented to the control group in the form of three areas of structural process, emotional support, and information exchange. The content of the sessions based on the inventor of this method and Dr. Kessler, in general, is as follows. Also, the necessary changes will be applied after the pilot phase of the study: Session 1: Introducing and explaining the details of the intervention and setting goals by completing questionnaires (initial assessments). Objectives as specific as possible, measurable, and achievable in 10 to 12 sessions. Session 2: Start the problem-solving process for one of the goals set and provide a printout of the problem-solving process. In this session, the parent determines that he or she will perform at least two different actions regarding the goal in the coming week. Session 3: Review the first goal and start the next goals (one to two actions for each goal). Sessions 4 to 8: Examining progress on all goals. Session 9: Review of goals and aggregation to end of sessions. Session 10 to 12: Deciding on goals that have not been achieved and ending the intervention with completing secondary evaluations. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no more information
public Akram Azad
Mirdamad Blv., Modar Sq., Shahnazari Ave., School of Rehabilitation
Tehran Iran (Islamic Republic of) 1545913187 +98 21 2222 8051 azad.a@iums.ac.ir Iran University of Medical Sciences scientific Akram Azad
Mirdamad Ave, Modar Blvd, Nazari St, School of Rehabilition
Tehran Iran (Islamic Republic of) 154513187 +98 21 2222 8051 azad.a@iums.ac.ir Iran University of Medical Sciences Iran (Islamic Republic of) The age of the student is between 7 and 12 years (both sexes) The participating families must live in Tehran The student has a diagnosis of a specific learning disorder. Diagnosis is made by experts from Exceptional Education Learning Disabilities Centers through the Wechsler Intelligence Test for Children, the Stanford-Binet Intelligence Test and the Woodcock Johnson Cognitive Ability Test. The student has no physical, vision or hearing problems; The student should not have comorbidities such as Coping Behavior Disorder, Disruptive Disorders, Disseminated anxiety disorder, Depressive disorder, Separation Anxiety Disorder, and Social phobia through the Child Symptoms Questionnaire (CSI-4). The participating parent must have a diploma or higher 20 years 50 years Both Parents cancel their cooperation in answering the questionnaires or referring to the intervention sessions; Parent's unwillingness to participate in intervention sessions or answering a questionnaire; Occurrence of problems, illnesses, life changes or events for the parent that affect the behaviors being evaluated or seriously affect the results of the study. Lack of severe depression for the participating parent based on the Depression, Anxiety, and Stress Scale-21(DASS-21) F81 Specific developmental disorders of scholastic skills Rehabilitation Rehabilitation Intervention group: Occupation performance coaching interventions are presented to the intervention group in the form of three areas of structural process, emotional support, and information exchange along with the Four Quadrant Model of Facilitated learning. The content of the sessions based on the inventor of this method and Dr. Kessler, in general, is as follows. Also, the necessary changes will be applied after the pilot phase of the study: Session 1: Introducing and explaining the details of the intervention and setting goals by completing questionnaires (initial assessments). Objectives as specific as possible, measurable, and achievable in 10 to 12 sessions. Session 2: Start the problem-solving process for one of the goals and provide a printout of the problem-solving process. In this session, the parent determines that he or she will perform at least two different actions during the next week regarding the goal. Session 3: Review the first goal and start the next goals (one to two actions for each goal). Sessions 4 to 8: Assessing progress in all goals by considering the learning needs of parents and adding the Four Quadrant Model of Facilitated Learning to them to get acquainted with the structure and method of teaching goals to their child. session 9: Review of goals and aggregation to end the of sessions. Session 10 to 12: Deciding on goals that have not been achieved and ending the intervention with completing secondary evaluations Control group: Occupation performance coaching interventions are presented to the control group in the form of three areas of structural process, emotional support, and information exchange. The content of the sessions based on the inventor of this method and Dr. Kessler, in general, is as follows. Also, the necessary changes will be applied after the pilot phase of the study: Session 1: Introducing and explaining the details of the intervention and setting goals by completing questionnaires (initial assessments). Objectives as specific as possible, measurable, and achievable in 10 to 12 sessions. Session 2: Start the problem-solving process for one of the goals set and provide a printout of the problem-solving process. In this session, the parent determines that he or she will perform at least two different actions regarding the goal in the coming week. Session 3: Review the first goal and start the next goals (one to two actions for each goal). Sessions 4 to 8: Examining progress on all goals. Session 9: Review of goals and aggregation to end of sessions. Session 10 to 12: Deciding on goals that have not been achieved and ending the intervention with completing secondary evaluations Participate in extracurricular activities including basic activities of daily living, instrumental activities of daily living, play, leisure, social participation and sleep performance. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Children Participation Assessment Scale -Parent Version (CPAS-P). The quality of student performance in the priorities set by the family. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Canadian Occupational Performance Measure (COPM). Degree of family satisfaction with the child's performance. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Canadian Occupational Performance Measure (COPM). Rate of achievement of goals set by the family. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Goal Attainment Scale (GAS). Student's educational status (grades obtained in school, which are obtained by the student and entered in the school transcript). Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Shades of Academic Adequacy of the Ministry of Education. Executive functions include two parts: behavior regulation index (inhibit, shift, emotional control) and metacognition index (working memory, initiation, plan, organization of materials, monitor). Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: Behavior Rating Inventory of Executive Function (BRIEF). Self-efficacy of parent. Timepoint: Before intervention, after intervention , follow up after 1/5 month of intervention. Method of measurement: The Sherer General Self-Efficacy Scale (SGSES). Iran University of Medical Sciences Approved 2021-04-18 Ethics committee of Iran University of Medical Sciences Shahid Hemmat Highway between Sheikh Fazl ... Nouri and Shahid Chamran Iran University of Medical Sciences Tehran Tehran Iran (Islamic Republic of)