The Effect of Rule-Based Games on Math Learning in Children with Cerebral Palsy

Evaluating the effectiveness of an educational program combining rule-based games with math homework on performance components and academic competency of students with cerebral palsy in the third and fourth grades of elementary school: A randomized clinical trial

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250817066891N1

Enrollment

Registered

2025-09-27

Start date

2025-09-11

Completion date

Unknown

Last updated

2025-12-08

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Cerebral Palsy. Cerebral palsy, unspecified

Interventions

Intervention 1: Intervention group:Students in the intervention group, in addition to regular math instruction, will receive approximately 20 minutes of number-based game activities in each session. T

Eligibility

Sex/Gender

All

Age

9 Years to 13 Years

Inclusion criteria

Inclusion criteria: Students with cerebral palsy, ages 9-13 Has an IQ of 70 or higher according to the Wechsler test. Third and fourth grade elementary school students Diagnosis of cerebral palsy by a pediatric neurologist Getting a total score of 85 or less on the Persian Keymath test Having a high school diploma or higher for the student's mother or father Based on the play history questionnaire, the individual should be at the level of game with rules. Do not have a math class outside of school. The mother should not have depression based on the standard Beck Depression Inventory. Absence of refractive errors and strabismus

Exclusion criteria

Exclusion criteria: Presence of uncorrected hearing or visual impairments not adequately corrected with hearing aids or eyeglasses

Design outcomes

Primary

Measure	Time frame
Performance participation in mathematics lessons. Timepoint: Functional performance will be measured at the beginning of the study (before starting the intervention), at the end of the 8-week intervention, and at 8 weeks after the end of the intervention (follow-up). Method of measurement: In this study, the student's level of satisfaction and performance in mathematics lessons is assessed using the Canadian Occupational Performance Measure questionnaire.	—

Measure

Time frame

Performance participation in mathematics lessons. Timepoint: Functional performance will be measured at the beginning of the study (before starting the intervention), at the end of the 8-week intervention, and at 8 weeks after the end of the intervention (follow-up). Method of measurement: In this study, the student's level of satisfaction and performance in mathematics lessons is assessed using the Canadian Occupational Performance Measure questionnaire.

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Secondary

Measure	Time frame
Academic competency. Timepoint: In this study, academic competency is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, students' academic proficiency in third and fourth grade mathematics is assessed using the Iranian key-math test.;Executive function. Timepoint: In this study, the student's executive function is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, executive function is assessed using the Behavior Rating Inventory of Executive Function.;Working memory. Timepoint: In this study, the student's working memory is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, working memory is assessed using the Behavior Rating Inventory of Executive Function.;Visuospatial perception. Timepoint: In this study, the student's visuospatial perception is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, the student's visuospatial perception is assessed using the Test of Visual Perceptual Skills.	—

Measure

Time frame

Academic competency. Timepoint: In this study, academic competency is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, students' academic proficiency in third and fourth grade mathematics is assessed using the Iranian key-math test.;Executive function. Timepoint: In this study, the student's executive function is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, executive function is assessed using the Behavior Rating Inventory of Executive Function.;Working memory. Timepoint: In this study, the student's working memory is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, working memory is assessed using the Behavior Rating Inventory of Executive Function.;Visuospatial perception. Timepoint: In this study, the student's visuospatial perception is assessed before the start of the intervention, 8 weeks after the start of the intervention, and 8 weeks after the follow-up. Method of measurement: In this study, the student's visuospatial perception is assessed using the Test of Visual Perceptual Skills.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactReza Rouzban

Iran University of Medical Sciences

rezaruzban@yahoo.com+98 21 2222 8051

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026