Özgül Öğrenme Bozukluğu Olan Çocuklarda Dans/Hareket Terapisinin Psikososyal Etkilerinin İncelenmesi: 6 Ay Takipli Randomize Kontrollü Çalışma

Abstract

This study aimed to investigate the effects of Dance/Movement Therapy (DMT) on anxiety, depression, self-esteem, and social skills in individuals diagnosed with Specific Learning Disabilities (SLD). A total of 44 individuals with SLD were enrolled and randomly assigned to two groups: 22 participants received routine special education programs, while 22 participants received DMT in addition to the standard educational interventions. Pre- and post-intervention levels of anxiety, depression, self-esteem, and social skills were evaluated. Assessment tools included the Coopersmith Self-Esteem Inventory, the Revised Child Anxiety and Depression Scale–Parent Version, and the Social Skills Rating System. Baseline, post-intervention, and follow-up measurements were compared. The results revealed statistically significant improvements in selfesteem (p=0.001), depression and anxiety levels (p=0.006), and social skills (p=0.001) in the DMT group following the intervention. Furthermore, the improvement in these areas was found to be maintained after a 6-month follow-up period. In contrast, no statistically significant differences were observed in these areas within the control group. In addition, intergroup comparisons of the results revealed a significant difference in terms of self-esteem in the post-intervention and 6-month follow-up assessments. Based on these findings, it is believed that DMT can offer a beneficial and alternative perspective in the rehabilitation of children with SLD. Consequently, these results suggest that incorporating DMT as a complementary approach to routine special education programs is important for children diagnosed with SLD.