Under traditional rehabilitation programs, investigate the additional effects of individualized fairytales on preschool children with Attention Deficit Hyperactivity Disorder with developmental delays.
Thirty preschool children with Attention Deficit Hyperactivity Disorder and developmental delays will be enrolled in regular traditional rehabilitation programs. They will be randomized to the intervention group and control group. The participants in the intervention group will receive an additional 30 minutes per week for 12 sessions of individualized fairytales classes by a child and educational teacher for three months. The participants of both groups will continue to receive the traditional rehabilitation programs. Therapeutic effects, including attention, cognitive function, vocabulary function, physical functional performance, and quality of life at baseline, will be evaluated after 12 weeks of treatment and three months after the treatment. The evaluator will be blinded to the group's allocation during the whole course of the intervention.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
DOUBLE
Enrollment
30
In addition to traditional rehabilitation programs, 30 minutes per week for 12 sessions of individualized fairytales classes by a child and educational teacher for three months, to preschool children with Attention Deficit Hyperactivity Disorder and developmental delays in regular traditional rehabilitation programs
Shin Kong Wu Ho-Su Memorial Hospital
Taipei, Taiwan
changes of hyperactivity
score assessed by Swanson, Nolan and Pelham questionnaire, higher score indicating greater hyperactivity
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
changes of attention
score change by Conners Kiddie Continuous Performance Test, greater score indicating lower attention span
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of vocabulary
score change by Receptive and Expressive Vocabulary Test, higher score indicating greater performance
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of sensory integration
score change by Sensory Profile, 0-100, higher score indicating better sensory profile
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of intelligence
score change by Wechsler Intelligence Scale for Children, the average score is 100, with a higher score indicating higher intelligence and a lower score indicating a lower level of intelligence
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of physical functional performance
score assessed by Pediatric Outcome Data Collection Instrument, 0-100, a higher score indicating greater performance
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
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change of quality of life
score assessed by the Pediatric Quality of Life Inventory, 0-100, a higher score indicating a greater quality of life
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of family impact
score assessed by Child Health Questionnaire, parent form 28, 0-100, a higher score indicating better performance
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of walking time
walking time
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of stairs climbing time
climbing time
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of balance
one leg standing time
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment
change of physical function
5 times sit to stand up
Time frame: score change from baseline to 12 weeks of treatment, and 12 weeks after treatment