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IRCT20260906070928N1 IRCT 2026-09-09 Islamic Azad University The Effect of Body Awareness Training on Improving Attention and Focus in Children with Learning Disorder The Effectiveness of Body Awareness Exercises on Improving Attention and Executive Functions in Children with Learning Disorders 2026-09-21 anticipated 30 Complete https://irct.ir/trial/93054 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: Eligible participants will first be recruited through accessible and purposive sampling from clinics in Ahvaz. After eligibility confirmation, 30 participants will be randomly allocated to the intervention and control groups using a simple randomization method (lottery method), with 15 participants in each group. Each participant will have an equal probability of assignment to either group. N/A Specific Learning Disorder. Intervention 1: Control group: Participants in the control group will not receive the body awareness training intervention during the study period and will remain on a waiting list. They will receive the same assessments as the intervention group according to the study schedule. After completion of the study, the control group may receive the intervention, subject to the study protocol and ethical approval. Intervention 2: Intervention group: Participants in the intervention group will receive the Body Awareness-Based Psychomotor Training Package for 12 sessions, conducted twice weekly, with each session lasting 45 minutes. The intervention will be delivered in a safe, tatami-equipped clinic hall by the researcher. Each session will consist of a 5-minute warm-up, 35 minutes of structured body awareness and psychomotor exercises, and a 5-minute cool-down and feedback period. The intervention is based on body awareness and sensorimotor integration principles and is designed to enhance proprioception, vestibular function, body schema, motor planning, bilateral coordination, visual-motor integration, and spatial orientation. The exercises will progressively increase in complexity and will target attention and executive functions, particularly working memory, cognitive flexibility, inhibitory control, and divided attention. Early sessions will focus on body recognition, body boundaries, proprioception, and balance. Middle sessions will include bilateral coordination, crossing the body midline, visual-motor integration, rhythmic movement, and motor planning. The final sessions will incorporate combined motor tasks, dual-task activities, rhythmic games, and exercises requiring greater cognitive and inhibitory control. 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 further information.
public Dr. Sima Naghi Poor
Islamic Azad University-Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz.
Ahvaz Iran (Islamic Republic of) ۶۱۳۴۹۳۷۳۳۳ +98 921 247 1213 simanaghipour45@gmail.com Islamic Azad University scientific Dr. Sima Naghi Poor
Islamic Azad University-Ahvaz Branch, Farhang Shahr, Golestan Highway, Ahvaz.
Ahvaz Iran (Islamic Republic of) ۶۱۳۴۹۳۷۳۳۳ +98 921 247 1213 simanaghipour45@gmail.com Islamic Azad University Iran (Islamic Republic of) Age 8–12 years (primary school) A clinical diagnosis of Specific Learning Disorder (SLD) based on DSM-5-TR criteria. A Full-Scale IQ (FSIQ) of 90–110 on the Wechsler Intelligence Scale No physical, motor, visual, or hearing problems that interfere with participation. Written informed consent from the parent or legal guardian. 8 years 12 years Both Severe comorbid psychiatric or neurodevelopmental disorders, such as Autism Spectrum Disorder (ASD) or severe Attention-Deficit/Hyperactivity Disorder (ADHD), that interfere with following instructions. Use of psychiatric medications that affect attention or executive functions, such as methylphenidate or risperidone, during the study. Missing more than two consecutive or three non-consecutive intervention sessions. Concurrent psychological, occupational therapy, or neurofeedback treatment during the study. Withdrawal of the child or parent/legal guardian from the study at any stage. F81.0 Specific reading disorder Treatment - Other Treatment - Other Control group: Participants in the control group will not receive the body awareness training intervention during the study period and will remain on a waiting list. They will receive the same assessments as the intervention group according to the study schedule. After completion of the study, the control group may receive the intervention, subject to the study protocol and ethical approval. Intervention group: Participants in the intervention group will receive the Body Awareness-Based Psychomotor Training Package for 12 sessions, conducted twice weekly, with each session lasting 45 minutes. The intervention will be delivered in a safe, tatami-equipped clinic hall by the researcher. Each session will consist of a 5-minute warm-up, 35 minutes of structured body awareness and psychomotor exercises, and a 5-minute cool-down and feedback period. The intervention is based on body awareness and sensorimotor integration principles and is designed to enhance proprioception, vestibular function, body schema, motor planning, bilateral coordination, visual-motor integration, and spatial orientation. The exercises will progressively increase in complexity and will target attention and executive functions, particularly working memory, cognitive flexibility, inhibitory control, and divided attention. Early sessions will focus on body recognition, body boundaries, proprioception, and balance. Middle sessions will include bilateral coordination, crossing the body midline, visual-motor integration, rhythmic movement, and motor planning. The final sessions will incorporate combined motor tasks, dual-task activities, rhythmic games, and exercises requiring greater cognitive and inhibitory control. Attention. Timepoint: Attention will be assessed before and after the body awareness intervention and at a two-month follow-up. Method of measurement: Attention will be assessed using the computerized Continuous Performance Test (CPT-3). The test consists of 360 visual stimuli presented in six blocks. Participants are instructed to respond to all letters except the letter “X” by pressing the spacebar. Attention will be assessed based on omission errors, commission errors, and reaction time. Higher T-scores indicate poorer performance. Executive functions. Timepoint: Executive functions will be assessed at baseline, immediately after the intervention, and at a two-month follow-up. Method of measurement: Executive functions will be assessed using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2). The parent/teacher form consists of 63 items rated on a 3-point Likert scale (Never, Sometimes, and Often). Raw scores are converted to standardized T-scores, with higher scores indicating greater difficulties in executive functioning. T-scores of 65 or higher are considered clinically elevated. Learning disorders. Timepoint: Learning disorders will be assessed at baseline, immediately after the intervention, and at the two-month follow-up. Method of measurement: The severity of learning difficulties will be assessed using the Colorado Learning Difficulties Questionnaire (CLDQ). The 20-item questionnaire is completed by parents or teachers using a 5-point Likert scale ranging from 1 (never) to 5 (always/severely). Total scores range from 20 to 100, with higher scores indicating greater severity of learning difficulties. Islamic Azad University Approved 2026-09-02 Ethics Committee in Research, Islamic Azad University, Ahvaz Branch Islamic Azad University Ahvaz Branch, Farhangshahr, Golestan Highway, Ahvaz, Iran. Ahvaz Khouzestan Iran (Islamic Republic of)