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Risk and Resilience Factors in Learning Disabilities Population

The recruitment status of this study is unknown because the information has not been verified recently.
Verified June 2012 by Rabin Medical Center.
Recruitment status was  Recruiting
Sponsor:
Information provided by (Responsible Party):
Rabin Medical Center
ClinicalTrials.gov Identifier:
NCT01652651
First received: June 17, 2012
Last updated: July 25, 2012
Last verified: June 2012

June 17, 2012
July 25, 2012
May 2009
April 2012   (final data collection date for primary outcome measure)
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Attention Problems, Delinquent Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, Withdrawn, Externalizing, Internalizing, Total Problems, plus DSM-oriented scales.
Same as current
Complete list of historical versions of study NCT01652651 on ClinicalTrials.gov Archive Site
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
Same as current
Not Provided
Not Provided
 
Risk and Resilience Factors in Learning Disabilities Population
The Contribution of Risk and Resilience Factors in Learning Disabilities Population to Academic and Emotional Development

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).

Not Provided
Interventional
Not Provided
Intervention Model: Single Group Assignment
Masking: Open Label
Primary Purpose: Supportive Care
Learning Disorders
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).
Experimental: Psychological Intervention
Intervention: Behavioral: I Can Succeed ICS
Not Provided

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Recruiting
70
December 2013
April 2012   (final data collection date for primary outcome measure)

Inclusion Criteria:

  • Learning Disorder diagnosis
  • Normal range IQ
  • Regular class attendance

Exclusion Criteria:

  • Suicidal ideation and psychosis
Both
11 Years to 15 Years
Yes
Contact: Daphne Kopelman-Rubin, Ph.D +972-9-9549497 daphnekr@idc.ac.il
Israel
 
NCT01652651
5383
Not Provided
Rabin Medical Center
Rabin Medical Center
Not Provided
Principal Investigator: Daphne Kopelman-Rubin, Ph.D Schneider's Children Medical Center of Israel
Rabin Medical Center
June 2012

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP