Minerva pediatrics · 2018
Impact of dance therapy on children with specific learning disability: a two-arm cluster randomized control study on an Italian sample.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод пока не подготовлен
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Cofini Vincenza, Cianfarani Azzurra, Cecilia Maria R, Carbonelli Anna, DI Giacomo Dina
Аннотация
BACKGROUND: Dance therapy can improve the quality of life of a person with several conditions, especially psychological well-being and quality of life, in the short and long-term. The aim of the study was to examine the effects of the dance therapy (DT) on specific learning disability (SLD) children. We wanted to test the impact on cognitive and emotional patterns on children with learning disorders.
METHODS: A two-arm cluster randomized control study was applied comparing 2 groups of SLD children (treated vs. non-treated). All children have been measured applying psychological battery before and at the end of the experimental protocol.
RESULTS: Our data revealed significant differences between groups for auditory and visual recognition, for interpersonal relationships and for emotions recognition. DT seemed to provide positive evidence as an educational intervention for children with SLDs.
CONCLUSIONS: Our results confirmed that DT protocol was an effective way to improve self-esteem, attention and concentration and emotional recognition in SLD children.
METHODS: A two-arm cluster randomized control study was applied comparing 2 groups of SLD children (treated vs. non-treated). All children have been measured applying psychological battery before and at the end of the experimental protocol.
RESULTS: Our data revealed significant differences between groups for auditory and visual recognition, for interpersonal relationships and for emotions recognition. DT seemed to provide positive evidence as an educational intervention for children with SLDs.
CONCLUSIONS: Our results confirmed that DT protocol was an effective way to improve self-esteem, attention and concentration and emotional recognition in SLD children.