Risk and Resilience Factors in Learning Disabilities Population

The Contribution of Risk and Resilience Factors in Learning Disabilities Population to Academic and Emotional Development

Status

UNKNOWN

Phases

Study type

Interventional

Source

ClinicalTrials.gov

Registry ID

NCT01652651

Enrollment

Registered

2012-07-30

Start date

2009-05-31

Completion date

2013-12-31

Last updated

2012-07-30

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

Conditions

Learning Disorders

Keywords

Learning Disorders

Brief summary

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).

Interventions

BEHAVIORALI 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).

Study design

Allocation

Intervention model

SINGLE_GROUP

Primary purpose

SUPPORTIVE_CARE

Masking

NONE

Eligibility

Sex/Gender

ALL

Age

11 Years to 15 Years

Healthy volunteers

Yes

Inclusion criteria

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

Exclusion criteria

* Suicidal ideation and psychosis

Design outcomes

Primary

Measure	Time frame	Description
Change in Child Behavior Checklist (CBCL) (Achenbach, 1991).	base line (time 0) and end of treatment (3 month)	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Attention Problems, Delinquent Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, Withdrawn, Externalizing, Internalizing, Total Problems, plus DSM-oriented scales.

Secondary

Measure	Time frame	Description
Change in The standardized Brain Resource cognition assessment, ''IntegNeuro,'' (Clark et al., 2006).	base line (time 0) and end of treatment (3 month)	A computerized standardized assessment of Executive Functions and Continuous Performance Test

Countries

Israel

Contacts

Primary ContactDaphne Kopelman-Rubin, Ph.D

daphnekr@idc.ac.il+972-9-9549497

Outcome results

None listed

Source: ClinicalTrials.gov · Data processed: Feb 4, 2026