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
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1- Since in the inclusion criteria in the study for children only the Child Symptoms Questionnaire (CSI-4) is sufficient to evaluate the comorbidities, there was no need for the Vinland Adaptive Behavior Scale and it was omitted.
2- Due to the importance of the parent's participation in the study, it was necessary to assess the parent's mental health status. Therefore, in the exclusion criteria, the Depression, Anxiety, and Stress Scale-21(DASS-21) were added for parents.
3- In the section of primary outcomes, at the same time as examining participation in activities outside of school, The quality of student performance in the priorities set by the family, the degree of family satisfaction with the child's performance, and the rate of achievement of goals set by the family Is also measured, so the above three items were moved from the secondary outcomes section to the primary outcomes section.
4- In secondary outcomes, due to the importance of parental cooperation in this study, numerous questionnaires and the absence of students from school due to COVID-19, the questionnaire of Parent-Teacher Involvement Questionnaire (PTIQ) and the Child-Parent Relationship Scale (CPRS) were removed and the parent self-efficacy questionnaire was replaced.
1- Since in the inclusion criteria in the study for children only the Child Symptoms Questionnaire (CSI-4) is sufficient to evaluate the comorbidities, there was no need for the Vinland Adaptive Behavior Scale and it was omitted. 2- Due to the importance of the parent's participation in the study, it was necessary to assess the parent's mental health status. Therefore, in the exclusion criteria, the Depression, Anxiety, and Stress Scale-21(DASS-21) were added for parents. 3- In the section of primary outcomes, at the same time as examining participation in activities outside of school, The quality of student performance in the priorities set by the family, the degree of family satisfaction with the child's performance, and the rate of achievement of goals set by the family Is also measured, so the above three items were moved from the secondary outcomes section to the primary outcomes section. 4- In secondary outcomes, due to the importance of parental cooperation in this study, numerous questionnaires and the absence of students from school due to COVID-19, the questionnaire of Parent-Teacher Involvement Questionnaire (PTIQ) and the Child-Parent Relationship Scale (CPRS) were removed and the parent self-efficacy questionnaire was replaced.
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۱- با توجه به اینکه در بخش شرایط ورود به مطالعه برای کودکان تنها پرسشنامه علائم مرضی کودکان-۴ برای بررسی مشکلات همراه کفایت می کند،نیازی به مقیاس رفتار انطباقی واینلند نبود و حذف گردید.
۲- با توجه به اهمیت همکاری والد شرکت کننده برای مطالعه نیاز به سنجش وضعیت سلامت روانی والد می باشد که در قسمت شرایط عدم ورود به مطالعه ،نداشتن افسردگی شدید بر اساس مقیاس افسردگی-اضطراب و استرس ۲۱ برای والدین اضافه شد.
۳- در بخش متغیر پیامد های اولیه،با توجه به اینکه همزمان با بررسی مشارکت در فعالیت های خارج از مدرسه،کیفیت عملکرد دانش آموز در اولویت های تعیین شده توسط خانواده،میزان رضایتمندی خانواده از عملکرد کودک و میزان دستیابی به اهداف تعیین شده از سوی خانواده نیز سنجیده می شود، بنابراین سه مورد فوق از بخش پیامد های ثانویه به بخش پیامد های اولیه منتقل شدند.
۴- در پیامد های ثانویه،با توجه به اهمیت همکاری والدین در این مطالعه،تعدد زیاد پرسشنامه ها و عدم حضور دانش آموزان در مدرسه بخاطر شرایط بحرانی کرونا،پرسشنامه مشارکت والدین با معلمان و پرسشنامه رابطه والد-فرزندی حذف گردید و پرسشنامه خودکارآمدی والدین جایگزین گردید.
۱- با توجه به اینکه در بخش شرایط ورود به مطالعه برای کودکان تنها پرسشنامه علائم مرضی کودکان-۴ برای بررسی مشکلات همراه کفایت می کند،نیازی به مقیاس رفتار انطباقی واینلند نبود و حذف گردید. ۲- با توجه به اهمیت همکاری والد شرکت کننده برای مطالعه نیاز به سنجش وضعیت سلامت روانی والد می باشد که در قسمت شرایط عدم ورود به مطالعه ،نداشتن افسردگی شدید بر اساس مقیاس افسردگی-اضطراب و استرس ۲۱ برای والدین اضافه شد. ۳- در بخش متغیر پیامد های اولیه،با توجه به اینکه همزمان با بررسی مشارکت در فعالیت های خارج از مدرسه،کیفیت عملکرد دانش آموز در اولویت های تعیین شده توسط خانواده،میزان رضایتمندی خانواده از عملکرد کودک و میزان دستیابی به اهداف تعیین شده از سوی خانواده نیز سنجیده می شود، بنابراین سه مورد فوق از بخش پیامد های ثانویه به بخش پیامد های اولیه منتقل شدند. ۴- در پیامد های ثانویه،با توجه به اهمیت همکاری والدین در این مطالعه،تعدد زیاد پرسشنامه ها و عدم حضور دانش آموزان در مدرسه بخاطر شرایط بحرانی کرونا،پرسشنامه مشارکت والدین با معلمان و پرسشنامه رابطه والد-فرزندی حذف گردید و پرسشنامه خودکارآمدی والدین جایگزین گردید.
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 student must score lower than the Chronological age on the Vineland Adaptive Behavior Scale (VABS).
The participating parent must have a diploma or higher
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
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 student must score lower than the Chronological age on the Vineland Adaptive Behavior Scale (VABS). The participating parent must have a diploma or higher
سن دانش آموز 7 تا 12 سال (از هر دو جنس)؛
سکونت در شهر تهران؛
دارا بودن تشخیص اختلال یادگیری خاص برای دانش آموز. تشخیص توسط کارشناسان اختلالات یادگیری آموزش و پرورش استثنایی از طریق آزمون هوش وکسلر کودکان، آزمون هوش استنفورد-بینه، و آزمون تواناییهای ادراکی وودکاک جانسون انجام می شود.
دانش آموز مشکلات جسمی، بینایی و شنوایی نداشته باشد؛
عدم اختلالات همراه برای دانش آموز شامل اختلال رفتار مقابله ای، اختلال رفتار ایذایی، اختلال اضطراب منتشر، اختلال افسردگی، اختلال اضطراب جدایی و فوبی اجتماعی از طریق پرسشنامه علائم مرضی کودکان-۴
کسب نمره پایین تر از سن تقویمی توسط دانش آموز در مقیاس رفتار انطباقی واینلند
سطح تحصیلات حداقل دیپلم برای والد شرکت کننده
سن دانش آموز 7 تا 12 سال (از هر دو جنس)؛
سکونت در شهر تهران؛
دارا بودن تشخیص اختلال یادگیری خاص برای دانش آموز. تشخیص توسط کارشناسان اختلالات یادگیری آموزش و پرورش استثنایی از طریق آزمون هوش وکسلر کودکان، آزمون هوش استنفورد-بینه، و آزمون تواناییهای ادراکی وودکاک جانسون انجام می شود.
دانش آموز مشکلات جسمی، بینایی و شنوایی نداشته باشد؛
عدم اختلالات همراه برای دانش آموز شامل اختلال رفتار مقابله ای، اختلال رفتار ایذایی، اختلال اضطراب منتشر، اختلال افسردگی، اختلال اضطراب جدایی و فوبی اجتماعی از طریق پرسشنامه علائم مرضی کودکان-۴
سطح تحصیلات حداقل دیپلم برای والد شرکت کننده
سن دانش آموز 7 تا 12 سال (از هر دو جنس)؛ سکونت در شهر تهران؛ دارا بودن تشخیص اختلال یادگیری خاص برای دانش آموز. تشخیص توسط کارشناسان اختلالات یادگیری آموزش و پرورش استثنایی از طریق آزمون هوش وکسلر کودکان، آزمون هوش استنفورد-بینه، و آزمون تواناییهای ادراکی وودکاک جانسون انجام می شود. دانش آموز مشکلات جسمی، بینایی و شنوایی نداشته باشد؛ عدم اختلالات همراه برای دانش آموز شامل اختلال رفتار مقابله ای، اختلال رفتار ایذایی، اختلال اضطراب منتشر، اختلال افسردگی، اختلال اضطراب جدایی و فوبی اجتماعی از طریق پرسشنامه علائم مرضی کودکان-۴ کسب نمره پایین تر از سن تقویمی توسط دانش آموز در مقیاس رفتار انطباقی واینلند سطح تحصیلات حداقل دیپلم برای والد شرکت کننده
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.
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)
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)
انصراف والدین از همکاری در پاسخ دهی به پرسشنامه ها و یا مراجعه به جلسات مداخله؛
عدم تمایل والد به شرکت در جلسات مداخله یا پاسخ دهی به پرسشنامه؛
بروز مشکلات، بیماری ها، تغییرات زندگی یا اتّفاقاتی برای والد که بر رفتارهای مورد ارزیابی تأثیرگذار باشد یا نتایج مطالعه را به طور جدّی تحت تأثیر قرار دهد.
انصراف والدین از همکاری در پاسخ دهی به پرسشنامه ها و یا مراجعه به جلسات مداخله؛
عدم تمایل والد به شرکت در جلسات مداخله یا پاسخ دهی به پرسشنامه؛
بروز مشکلات، بیماری ها، تغییرات زندگی یا اتّفاقاتی برای والد که بر رفتارهای مورد ارزیابی تأثیرگذار باشد یا نتایج مطالعه را به طور جدّی تحت تأثیر قرار دهد.
عدم داشتن افسردگی شدید برای والد شرکت کننده بر اساس مقیاس افسردگی-اضطراب و استرس ۲۱
انصراف والدین از همکاری در پاسخ دهی به پرسشنامه ها و یا مراجعه به جلسات مداخله؛ عدم تمایل والد به شرکت در جلسات مداخله یا پاسخ دهی به پرسشنامه؛ بروز مشکلات، بیماری ها، تغییرات زندگی یا اتّفاقاتی برای والد که بر رفتارهای مورد ارزیابی تأثیرگذار باشد یا نتایج مطالعه را به طور جدّی تحت تأثیر قرار دهد. عدم داشتن افسردگی شدید برای والد شرکت کننده بر اساس مقیاس افسردگی-اضطراب و استرس ۲۱
Primary outcomes
#1
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The quality of student performance in the priorities set by the family
The quality of student performance in the priorities set by the family
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کیفیت عملکرد دانش آموز در اولویت های تعیین شده توسط خانواده
کیفیت عملکرد دانش آموز در اولویت های تعیین شده توسط خانواده
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Before intervention, after intervention , follow up after 1/5 month of intervention
Before intervention, after intervention , follow up after 1/5 month of intervention
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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Canadian Occupational Performance Measure (COPM)
Canadian Occupational Performance Measure (COPM)
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مقیاس عملکرد کاری کانادایی
مقیاس عملکرد کاری کانادایی
#2
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Degree of family satisfaction with the child's performance
Degree of family satisfaction with the child's performance
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میزان رضایتمندی خانواده از عملکرد کودک
میزان رضایتمندی خانواده از عملکرد کودک
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Before intervention, after intervention , follow up after 1/5 month of intervention
Before intervention, after intervention , follow up after 1/5 month of intervention
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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Canadian Occupational Performance Measure (COPM)
Canadian Occupational Performance Measure (COPM)
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مقیاس عملکرد کاری کانادایی
مقیاس عملکرد کاری کانادایی
#3
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Rate of achievement of goals set by the family
Rate of achievement of goals set by the family
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میزان دستیابی به اهداف تعیین شده از سوی خانواده
میزان دستیابی به اهداف تعیین شده از سوی خانواده
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Before intervention, after intervention , follow up after 1/5 month of intervention
Before intervention, after intervention , follow up after 1/5 month of intervention
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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Goal Attainment Scale (GAS)
Goal Attainment Scale (GAS)
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مقیاس دستیابی به اهداف
مقیاس دستیابی به اهداف
Secondary outcomes
#1
The quality of student performance in the priorities set by the family
Executive functions include two parts: behavior regulation index (inhibit, shift, emotional control) and metacognition index (working memory, initiation, plan, organization of materials, monitor)
The qualityExecutive functions include two parts: behavior regulation index (inhibit, shift, emotional control) and metacognition index (working memory, initiation, plan, organization of student performance in the priorities set by the familymaterials, monitor)
کیفیت عملکرد دانش آموز در اولویت های تعیین شده توسط خانواده
کارکردهای اجرایی شامل دو بخش شاخص تنظیم رفتار (مهار، انتقال ، کنترل هیجانی) و شاخص فراشناخت (حافظه کاری، شروع کار، برنامه ریزی، سازماندهی وسایل، بازنگری)
کیفیت عملکرد دانش آموز در اولویت های تعیین شده توسط خانوادهکارکردهای اجرایی شامل دو بخش شاخص تنظیم رفتار (مهار، انتقال ، کنترل هیجانی) و شاخص فراشناخت (حافظه کاری، شروع کار، برنامه ریزی، سازماندهی وسایل، بازنگری)
Canadian Occupational Performance Measure (COPM)
Behavior Rating Inventory of Executive Function (BRIEF)
Canadian Occupational Performance MeasureBehavior Rating Inventory of Executive Function (COPMBRIEF)
Degree of family satisfaction with the child's performance
Self-efficacy of parent
DegreeSelf-efficacy of family satisfaction with the child's performanceparent
میزان رضایتمندی خانواده از عملکرد کودک
میزان خودکارآمدی والدین
میزان رضایتمندی خانواده از عملکرد کودکخودکارآمدی والدین
Canadian Occupational Performance Measure (COPM)
The Sherer General Self-Efficacy Scale (SGSES)
Canadian Occupational Performance MeasureThe Sherer General Self-Efficacy Scale (COPMSGSES)
مقیاس عملکرد کاری کانادایی
پرسشنامه خود کارآمدی
مقیاس عملکرد کاری کاناداییپرسشنامه خود کارآمدی
#3
Rate of achievement of goals set by the family
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Rate of achievement of goals set by the family
میزان دستیابی به اهداف تعیین شده از سوی خانواده
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میزان دستیابی به اهداف تعیین شده از سوی خانواده
Before intervention, after intervention , follow up after 1/5 month of intervention
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Before intervention, after intervention , follow up after 1/5 month of intervention
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
Goal Attainment Scale (GAS)
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Goal Attainment Scale (GAS)
مقیاس دستیابی به اهداف
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مقیاس دستیابی به اهداف
#4
Parental involvement in relation to parental interest and motivation in relation to teachers, parental satisfaction with school and the extent of parental involvement in child education
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Parental involvement in relation to parental interest and motivation in relation to teachers, parental satisfaction with school and the extent of parental involvement in child education
مشارکت والدین در ارتباط با علاقه و انگیزه والدین در ارتباط با معلمان، رضایت والدین از مدرسه فرزندانشان و میزان درگیری والدین در آموزش کودک
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مشارکت والدین در ارتباط با علاقه و انگیزه والدین در ارتباط با معلمان، رضایت والدین از مدرسه فرزندانشان و میزان درگیری والدین در آموزش کودک
Before intervention, after intervention , follow up after 1/5 month of intervention
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Before intervention, after intervention , follow up after 1/5 month of intervention
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
Parent–Teacher Involvement Questionnaire (PTIQ)
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Parent–Teacher Involvement Questionnaire (PTIQ)
پرسشنامه مشارکت والدین
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پرسشنامه مشارکت والدین
#5
Parent-child relationship Includes parents' perceptions of their relationship with their child
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Parent-child relationship Includes parents' perceptions of their relationship with their child
رابطه والد-فرزندی شامل ادراك والدین در مورد رابطۀ آنها با کودك خود
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رابطه والد-فرزندی شامل ادراك والدین در مورد رابطۀ آنها با کودك خود
Before intervention, after intervention , follow up after 1/5 month of intervention
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Before intervention, after intervention , follow up after 1/5 month of intervention
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
Child-Parent Relationship Scale (CPRS)
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Child-Parent Relationship Scale (CPRS)
پرسشنامه رابطه والد-فرزندی
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پرسشنامه رابطه والد-فرزندی
#6
Executive functions include two parts: behavior regulation index (inhibit, shift, emotional control) and metacognition index (working memory, initiation, plan, organization of materials, monitor)
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Executive functions include two parts: behavior regulation index (inhibit, shift, emotional control) and metacognition index (working memory, initiation, plan, organization of materials, monitor)
کارکردهای اجرایی شامل دو بخش شاخص تنظیم رفتار (مهار، انتقال ، کنترل هیجانی) و شاخص فراشناخت (حافظه کاری، شروع کار، برنامه ریزی، سازماندهی وسایل، بازنگری)
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کارکردهای اجرایی شامل دو بخش شاخص تنظیم رفتار (مهار، انتقال ، کنترل هیجانی) و شاخص فراشناخت (حافظه کاری، شروع کار، برنامه ریزی، سازماندهی وسایل، بازنگری)
Before intervention, after intervention , follow up after 1/5 month of intervention
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Before intervention, after intervention , follow up after 1/5 month of intervention
قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
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قبل از مداخله، بعد از مداخله ، یک و نیم ماه بعد از مداخله
Behavior Rating Inventory of Executive Function (BRIEF)
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Behavior Rating Inventory of Executive Function (BRIEF)
پرسشنامه سنجش کارکردهای اجرایی
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پرسشنامه سنجش کارکردهای اجرایی
Protocol summary
Study aim
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
Design
Randomized controlled trial with intervention and control group, double-blind
Settings and conduct
Sampling from training and rehabilitation centers for special learning problems (5 areas in Tehran) is done. After the eligible patients fill out the consent form, they will be randomly assigned to in two group.
Participants/Inclusion and exclusion criteria
Inclusion Criteria:
- 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.
- The student has no physical, vision, or hearing problems;
- The student should not have comorbidities such as Coping Behavior Disorder, Disseminated anxiety disorder, Depressive disorder, Separation Anxiety Disorder, and Social phobia through the Child Symptoms Questionnaire-4
- The student must score lower than the chronological age on the Vineland Adaptive Behavior Scale
- The participating parent must have a diploma or higher
Exclusion Criteria:
- Parents should not cooperate in answering questionnaires or attending intervention sessions.
Intervention groups
Two groups: 1) control group (interventions based on occupation performance coaching), 2) intervention group (interventions based on occupation performance coaching with four Quadrant Model of facilities learning)
Main outcome variables
Participation in extracurricular activities, educational status, quality of student performance in the priorities set by the family, the degree of achievement of goals set by the family, the degree of family satisfaction with the child's performance, parental involvement, parent-child relationship, executive functions
General information
Reason for update
1- Since in the inclusion criteria in the study for children only the Child Symptoms Questionnaire (CSI-4) is sufficient to evaluate the comorbidities, there was no need for the Vinland Adaptive Behavior Scale and it was omitted.
2- Due to the importance of the parent's participation in the study, it was necessary to assess the parent's mental health status. Therefore, in the exclusion criteria, the Depression, Anxiety, and Stress Scale-21(DASS-21) were added for parents.
3- In the section of primary outcomes, at the same time as examining participation in activities outside of school, The quality of student performance in the priorities set by the family, the degree of family satisfaction with the child's performance, and the rate of achievement of goals set by the family Is also measured, so the above three items were moved from the secondary outcomes section to the primary outcomes section.
4- In secondary outcomes, due to the importance of parental cooperation in this study, numerous questionnaires and the absence of students from school due to COVID-19, the questionnaire of Parent-Teacher Involvement Questionnaire (PTIQ) and the Child-Parent Relationship Scale (CPRS) were removed and the parent self-efficacy questionnaire was replaced.
Acronym
IRCT registration information
IRCT registration number:IRCT20140416017301N9
Registration date:2021-06-24, 1400/04/03
Registration timing:prospective
Last update:2022-04-20, 1401/01/31
Update count:1
Registration date
2021-06-24, 1400/04/03
Registrant information
Name
Akram Azad
Name of organization / entity
Country
Iran (Islamic Republic of)
Phone
+98 21 2226 2450
Email address
azad.a@iums.ac.ir
Recruitment status
Recruitment complete
Funding source
Expected recruitment start date
2021-07-06, 1400/04/15
Expected recruitment end date
2022-02-22, 1400/12/03
Actual recruitment start date
empty
Actual recruitment end date
empty
Trial completion date
empty
Scientific title
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
Public title
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
Purpose
Treatment
Inclusion/Exclusion criteria
Inclusion criteria:
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
Exclusion criteria:
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)
Age
From 20 years old to 50 years old
Gender
Both
Phase
N/A
Groups that have been masked
Participant
Outcome assessor
Data analyser
Sample size
Target sample size:
30
Randomization (investigator's opinion)
Randomized
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 (investigator's opinion)
Double blinded
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.
Placebo
Not used
Assignment
Parallel
Other design features
Secondary Ids
empty
Ethics committees
1
Ethics committee
Name of ethics committee
Ethics committee of Iran University of Medical Sciences
Street address
Shahid Hemmat Highway between Sheikh Fazl ... Nouri and Shahid Chamran Iran University of Medical Sciences
City
Tehran
Province
Tehran
Postal code
1449614535
Approval date
2021-04-18, 1400/01/29
Ethics committee reference number
IR.IUMS.REC.1400.060
Health conditions studied
1
Description of health condition studied
Specific Learning Disorder
ICD-10 code
F81
ICD-10 code description
Specific developmental disorders of scholastic skills
Primary outcomes
1
Description
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)
2
Description
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)
3
Description
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)
4
Description
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)
Secondary outcomes
1
Description
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
2
Description
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)
3
Description
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)
Intervention groups
1
Description
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
Category
Rehabilitation
2
Description
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
Category
Rehabilitation
Recruitment centers
1
Recruitment center
Name of recruitment center
Training and Rehabilitation Centers for Special Learning Disabilities in Tehran, Related to Exceptio
Full name of responsible person
Akram Azad
Street address
Shahnazari Ave., Moder Square,. Mirdamad Blvd
City
Tehran
Province
Tehran
Postal code
1545913187
Phone
+98 21 2222 8051
Email
azad.a@iums.ac.ir
Sponsors / Funding sources
1
Sponsor
Name of organization / entity
Iran University of Medical Sciences
Full name of responsible person
Seeid Abas Motavalian-Vice-Chancellor's Office for Research
Street address
Mirdamad Blvd., Modar Sq., Shahnazari Ave., School of Rehabilitation
City
Tehran
Province
Tehran
Postal code
1545913187
Phone
+98 21 2222 8051
Email
azad.a@iums.ac.ir
Grant name
Grant code / Reference number
Is the source of funding the same sponsor organization/entity?
Yes
Title of funding source
Iran University of Medical Sciences
Proportion provided by this source
100
Public or private sector
Public
Domestic or foreign origin
Domestic
Category of foreign source of funding
empty
Country of origin
Type of organization providing the funding
Academic
Person responsible for general inquiries
Contact
Name of organization / entity
Iran University of Medical Sciences
Full name of responsible person
Akram Azad
Position
Associate Professor
Latest degree
Ph.D.
Other areas of specialty/work
Occupational Therapy
Street address
Mirdamad Blv., Modar Sq., Shahnazari Ave., School of Rehabilitation
City
Tehran
Province
Tehran
Postal code
1545913187
Phone
+98 21 2222 8051
Email
azad.a@iums.ac.ir
Person responsible for scientific inquiries
Contact
Name of organization / entity
Iran University of Medical Sciences
Full name of responsible person
Akram Azad
Position
Associate Professor
Latest degree
Ph.D.
Other areas of specialty/work
Occupational Therapy
Street address
Mirdamad Ave, Modar Blvd, Nazari St, School of Rehabilition
City
Tehran
Province
Tehran
Postal code
154513187
Phone
+98 21 2222 8051
Email
azad.a@iums.ac.ir
Person responsible for updating data
Contact
Name of organization / entity
Iran University of Medical Sciences
Full name of responsible person
Akram Azad
Position
Associat Professor
Latest degree
Ph.D.
Other areas of specialty/work
Occupational Therapy
Street address
Mirdamad St., Mirdamad Blvd., Shahnazari St., School of Rehabilition
City
Tehran
Province
Tehran
Postal code
158754391
Phone
+98 21 2222 8051
Email
azad.a@iums.ac.ir
Sharing plan
Deidentified Individual Participant Data Set (IPD)
Undecided - It is not yet known if there will be a plan to make this available
Study Protocol
Yes - There is a plan to make this available
Statistical Analysis Plan
Yes - There is a plan to make this available
Informed Consent Form
Yes - There is a plan to make this available
Clinical Study Report
Yes - There is a plan to make this available
Analytic Code
Not applicable
Data Dictionary
Not applicable
Title and more details about the data/document
Not Decided
When the data will become available and for how long
Not Decided
To whom data/document is available
Not Decided
Under which criteria data/document could be used
Not Decided
From where data/document is obtainable
Not Decided
What processes are involved for a request to access data/document