]>
IRCT20171231038153N1 IRCT 2018-02-07 Iran University of Medical Sciences The effect of occupation-centered interventions on self- determination of adolescents The effect of occupation-centered interventions on self- determination of female adolescents at risk of Emotional-Behavioral Disorders according to MOHO 2018-01-21 anticipated 54 Complete https://irct.ir/trial/28620 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Health service research, Randomization description: Three-stage cluster sampling(Education areas, schools, students) Restricted randomization methods and Permuted block randomization will be used to select students. Randomization tool is Random number table . allocation concealment is done as intervention and control groups are not known, Blinding description: Collection of research data are conducted by evaluators who are unaware of the participants in the intervention and control group. Analysis of the research data is analyzed by statisticians who are unaware of the groups. 3 َََAt risk of Emotional-behavioral disorders. Intervention 1: Intervention group: The content of the intervention will be based on the protocol contained in the STEPS To Self-Determination Curriculum, with permission from the authors of the book.Designing a set of occupations based on the interests and culture of adolescents participating in intervention and Confirming at a meeting of experts .Participants in the intervention group are divided into three groups of 5 to 7 people.Assignment of people in each group is done in accordance with the uniformity and participation in the interests of the participants according to the form of MOHO Interests.The intervention will be held for 8 sessions of 90 minutes per week (according to available resources and articles) for the intervention group. Intervention 2: Control group: Includes 20 students at risk for emotional-behavioral disorders that do not receive any intervention. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no more information.
public Elahe Hojati Abed
School of Rehabilitation Sciences of,Iran University of Medical Sciences Madadkaran st, Shahnazari st, Madar Square. Mirdamad BLV
Tehran Iran (Islamic Republic of) 15875-4391 +98 21 2222 8051 hojatiabed.e@iums.ac.ir Iran University of Medical Sciences scientific Nargess Shafaroodi
School of Rehabilitation Sciences, Iran University of Medical Siences, Madadkaran streert, Shahnazari Street, Mother Field, Mirdamd Boulevard
Tehran Iran (Islamic Republic of) 15875-4391 +98 21 2222 8051 shafarodi.n@iums.ac.ir Iran University of Medical Sciences Iran (Islamic Republic of) Age of 14 to 16 years Female gender Gain cutting scores (above 60) in the test of Youth Self Report Studying in high school 14 years 16 years Female Lack of cooperation in intervention Two consecutive absence occasions Or four absentee sessions in total F01-F99 Behavioral and emotional disorders with onset usually occurring in childhood and adolescence. Behavior Behavior Intervention group: The content of the intervention will be based on the protocol contained in the STEPS To Self-Determination Curriculum, with permission from the authors of the book.Designing a set of occupations based on the interests and culture of adolescents participating in intervention and Confirming at a meeting of experts .Participants in the intervention group are divided into three groups of 5 to 7 people.Assignment of people in each group is done in accordance with the uniformity and participation in the interests of the participants according to the form of MOHO Interests.The intervention will be held for 8 sessions of 90 minutes per week (according to available resources and articles) for the intervention group. Control group: Includes 20 students at risk for emotional-behavioral disorders that do not receive any intervention. Student self-determination is a 92-item self-report instrument that measures both affective and cognitive aspects of the student’s self-determination.including General Positive, General Negative, Specific Positive, and Specific Negative. The general subscales relate to a student’s sense of global self-determination, while the specific subscales relate primarily to application in their education, home, and related environmental settings. The positive subscales indicate self-determination in areas of perceived strength, while the negative subscales indicate areas of perceived weakness in self-determination. Timepoint: At the begining of interventio; At the end of intervention (after 8 weeks) and after 10 weeks (follow up). Method of measurement: Self-Determination Student Scale. Self-Determination Parent Perception Scale: Parents' perceptions of their child's self-determination behaviors, abilities and skills. Timepoint: At the Beginning of intervention ; At the end of intervention (after 8 weeks) and after 10 weeks (follow up). Method of measurement: Self-Determination Parent Perception Scale (PPS). Communication and Interaction Skills: Refers to behaviors that one can communicate with others through these behaviors, which leads to positive responses and negative responses. Timepoint: At the Beginning of intervention; At the end of intervention (after 8 weeks) and after 10 weeks (follow up). Method of measurement: In this research, Communication skills include 20 items that are classified into three areas of physicality , information exchange and relations Which is measured by the communication and interaction skills assessment(ACIS). Executive function:Executive functions are an idiomatic term that covers all of the complex cognitive processes that are required for task-oriented, difficult or new assignment tasks. Timepoint: At the Beginning of intervention; At the end of intervention (after 8 weeks) and after 10 weeks (follow up). Method of measurement: In this research, execution function is measured by three software programs, TOWER OF LONDON TEST; Go No Go; BART TASK.The decision making, problem solving, and risk-taking are evaluated. Academic Achievement: The ability to prove success in acquiring an outcome for which learning experiences are projected. Timepoint: First semester;The end of the academic year. Method of measurement: In this study, academic achievement is the average of the second-order scores of school. Iran University of Medical Sciences Approved 2017-12-28 Ethics committee of Iran university medical sciences Iran University of Medical Sciences, Hemat Highway next to Milad Tower, Tehran Tehran Tehran Iran (Islamic Republic of)