Risk and Resilience Factors in Learning Disabilities Population
The purpose of this study is to report preliminary outcomes of executive function and psychopathology symptoms of a manual-based psychological intervention for adolescents diagnosed with learning disorders- I can succeed (ICS).
|Study Design:||Intervention Model: Single Group Assignment
Masking: Open Label
Primary Purpose: Supportive Care
|Official Title:||The Contribution of Risk and Resilience Factors in Learning Disabilities Population to Academic and Emotional Development|
- Change in Child Behavior Checklist (CBCL) (Achenbach, 1991). [ Time Frame: base line (time 0) and end of treatment (3 month) ] [ Designated as safety issue: No ]The Child Behavior Checklist (CBCL) is a device by which parents and teachers rate a child's problem behaviors and competencies. It consists of 112 behavioral items (and 1 open-ended item) scored on a 3-step response scale from Not true (0) to Very true or Often true (2). Subscales include Aggressive Behavior, Anxious/Depressed, Attention Problems, Delinquent Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, Withdrawn, Externalizing, Internalizing, Total Problems, plus DSM-oriented scales.
- Change in The standardized Brain Resource cognition assessment, ''IntegNeuro,'' (Clark et al., 2006). [ Time Frame: base line (time 0) and end of treatment (3 month) ] [ Designated as safety issue: No ]A computerized standardized assessment of Executive Functions and Continuous Performance Test
|Study Start Date:||May 2009|
|Estimated Study Completion Date:||December 2013|
|Primary Completion Date:||April 2012 (Final data collection date for primary outcome measure)|
|Experimental: Psychological Intervention||
Behavioral: I Can Succeed ICS
ICS is a manual-based psychological intervention aimed to address both emotional and academic-executive functions aspects of LD.It consists of acute phase (13 once a week sessions) and follow-up phase (6 sessions over 18 months). ICS focuses on developing intrapersonal skills (e.g. self awareness, goal setting, organizational skills), interpersonal skills (e.g. communication, problem solving)and school/community skills (i.e. strengthening the family-school relationship) (Kopelman-Rubin et al., 2011).
|Contact: Daphne Kopelman-Rubin, Ph.Dfirstname.lastname@example.org|
|Schneider Children Medical Center of Israel||Recruiting|
|Petah Tikva, Israel, 49202|
|Contact: Daphne Kopelman-Rubin, Ph.D +972-9-9549497 Daphnekr@idc.ac.il|
|Principal Investigator:||Daphne Kopelman-Rubin, Ph.D||Schneider's Children Medical Center of Israel|