PDF(Pubmed)
Abstract：
BACKGROUND: Organized physical activity programs have been shown to provide wide benefits to participants, though there are relatively few studies examining the impact of these programs for individuals with developmental disabilities. This pilot study was conducted to determine the feasibility and impact of an undergraduate-led dance intervention program for children and adolescents with developmental disabilities. We evaluated the impact of the dance program on motor ability and social skills.
METHODS: The study design was a waitlist control clinical trial in which participants were randomized to active and control groups. Eligible participants included male and female children and adolescents between the ages of 4 and 17 years with neurodevelopmental disabilities. The Motor Assessment Battery for Children Checklist and the Social Responsiveness Scale were used to assess change in motor and social skills, respectively. After gathering baseline data, the active group completed 1 h of online dance classes per week for 10 weeks, while the control group entered a 10-week waiting period. All participants then returned for a follow-up visit. Pre- and post-intervention data were analyzed using linear mixed-effects modeling adjusting for age and class attendance with subject random intercept.
RESULTS: We recruited and randomized 43 participants with neurodevelopmental disabilities (mean age = 8.63, SD = 2.98), of which 30 participated in dance classes. The attendance rate was 82.6% for the active group and 61.7% for the control group. The active group demonstrated a significant improvement in motor skills in an unpredictable environment, as indicated on the Motor Assessment Battery for Children Checklist (n = 21, p = 0.05). We also observed positive trends in social skills that did not reach significance.
CONCLUSIONS: Our results indicate that it is feasible to develop and implement a fully digital dance intervention program for individuals with developmental disabilities. Further, we find that change in motor skills can be detected after just 10 h of low-intensity participation. However, a lack of significant change in social skills coupled with limitations in study implementation suggests further research is needed to determine the full impact of this dance program.
BACKGROUND: ClinicalTrials.gov Protocol Registration System: Protocol ID 20-001680-AM-00005, registered 17/2/2021 - Retrospectively Registered, https://clinicaltrials.gov/study/NCT04762290 .
METHODS: The study design was a waitlist control clinical trial in which participants were randomized to active and control groups. Eligible participants included male and female children and adolescents between the ages of 4 and 17 years with neurodevelopmental disabilities. The Motor Assessment Battery for Children Checklist and the Social Responsiveness Scale were used to assess change in motor and social skills, respectively. After gathering baseline data, the active group completed 1 h of online dance classes per week for 10 weeks, while the control group entered a 10-week waiting period. All participants then returned for a follow-up visit. Pre- and post-intervention data were analyzed using linear mixed-effects modeling adjusting for age and class attendance with subject random intercept.
RESULTS: We recruited and randomized 43 participants with neurodevelopmental disabilities (mean age = 8.63, SD = 2.98), of which 30 participated in dance classes. The attendance rate was 82.6% for the active group and 61.7% for the control group. The active group demonstrated a significant improvement in motor skills in an unpredictable environment, as indicated on the Motor Assessment Battery for Children Checklist (n = 21, p = 0.05). We also observed positive trends in social skills that did not reach significance.
CONCLUSIONS: Our results indicate that it is feasible to develop and implement a fully digital dance intervention program for individuals with developmental disabilities. Further, we find that change in motor skills can be detected after just 10 h of low-intensity participation. However, a lack of significant change in social skills coupled with limitations in study implementation suggests further research is needed to determine the full impact of this dance program.
BACKGROUND: ClinicalTrials.gov Protocol Registration System: Protocol ID 20-001680-AM-00005, registered 17/2/2021 - Retrospectively Registered, https://clinicaltrials.gov/study/NCT04762290 .
摘要：
背景：有组织的身体活动计划已被证明可以为参与者提供广泛的好处，尽管研究这些计划对发育障碍个人的影响的研究相对较少。进行这项试点研究是为了确定本科生主导的舞蹈干预计划对发育障碍儿童和青少年的可行性和影响。我们评估了舞蹈项目对运动能力和社交技能的影响。
方法：研究设计是一项等待名单对照临床试验，参与者被随机分为活动组和对照组。符合条件的参与者包括4至17岁患有神经发育障碍的男性和女性儿童和青少年。儿童运动评估清单和社会反应量表用于评估运动和社交技能的变化，分别。收集基线数据后，活跃小组每周完成1小时的在线舞蹈课程，为期10周，而对照组进入10周的等待期。所有参与者随后返回进行后续访问。使用线性混合效应模型对干预前和干预后的数据进行分析，以随机截距调整年龄和上课人数。
结果：我们招募并随机分配了43名患有神经发育障碍的参与者（平均年龄=8.63，SD=2.98），其中30人参加了舞蹈班。活动组的出勤率为82.6％，对照组为61.7％。活跃小组在不可预测的环境中表现出运动技能的显着提高，如儿童运动评估电池清单所示(n=21，p=0.05)。我们还观察到社交技能的积极趋势没有达到重要意义。
结论：我们的结果表明，为有发育障碍的个人开发和实施完全数字化的舞蹈干预计划是可行的。Further,我们发现，运动技能的变化可以在10小时的低强度参与后检测到。然而,社交技能缺乏重大变化，加上研究实施的局限性，表明需要进一步的研究来确定这一舞蹈项目的全部影响。
背景：ClinicalTrials.gov协议注册系统：协议ID20-001680-AM-00005，注册于2021年2月17日-回顾性注册，https://clinicaltrials.gov/study/NCT04762290.
方法：研究设计是一项等待名单对照临床试验，参与者被随机分为活动组和对照组。符合条件的参与者包括4至17岁患有神经发育障碍的男性和女性儿童和青少年。儿童运动评估清单和社会反应量表用于评估运动和社交技能的变化，分别。收集基线数据后，活跃小组每周完成1小时的在线舞蹈课程，为期10周，而对照组进入10周的等待期。所有参与者随后返回进行后续访问。使用线性混合效应模型对干预前和干预后的数据进行分析，以随机截距调整年龄和上课人数。
结果：我们招募并随机分配了43名患有神经发育障碍的参与者（平均年龄=8.63，SD=2.98），其中30人参加了舞蹈班。活动组的出勤率为82.6％，对照组为61.7％。活跃小组在不可预测的环境中表现出运动技能的显着提高，如儿童运动评估电池清单所示(n=21，p=0.05)。我们还观察到社交技能的积极趋势没有达到重要意义。
结论：我们的结果表明，为有发育障碍的个人开发和实施完全数字化的舞蹈干预计划是可行的。Further,我们发现，运动技能的变化可以在10小时的低强度参与后检测到。然而,社交技能缺乏重大变化，加上研究实施的局限性，表明需要进一步的研究来确定这一舞蹈项目的全部影响。
背景：ClinicalTrials.gov协议注册系统：协议ID20-001680-AM-00005，注册于2021年2月17日-回顾性注册，https://clinicaltrials.gov/study/NCT04762290.
