<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT03278366</url>
  </required_header>
  <id_info>
    <org_study_id>1704-605</org_study_id>
    <nct_id>NCT03278366</nct_id>
  </id_info>
  <brief_title>Effects of Dance Practice in Elementary Students</brief_title>
  <official_title>The Effects of Dance Practice on Assessment Score Performance, Behavior and Attendance in a Public School District With High Rates of Economically Disadvantaged Elementary Students.</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>Skidmore College</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
  </sponsors>
  <source>Skidmore College</source>
  <oversight_info>
    <has_dmc>No</has_dmc>
    <is_fda_regulated_drug>No</is_fda_regulated_drug>
    <is_fda_regulated_device>No</is_fda_regulated_device>
  </oversight_info>
  <brief_summary>
    <textblock>
      The purpose of this study is to assess changes in benchmark and state assessment scores in a&#xD;
      public elementary school following an intervention of dance integration into the daily&#xD;
      routine of the classroom. Furthermore, this study aims to assess if dance may improve student&#xD;
      behavior, teacher perception of student behavior, reading level and attendance.&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      The use of movement in primary school classrooms is a longstanding practice drawn upon by&#xD;
      teachers in various ways. Dance movement in particular is popular among teachers for several&#xD;
      reasons: it is enjoyable for students, it can be imaginative, it engages the body as well as&#xD;
      the brain, and it can be made accessible to students of varying abilities.&#xD;
&#xD;
      In the field of education, the use of brief bouts of physical activity (PA) or 'brain breaks'&#xD;
      have been gaining attention. Teachers have reported perceived improved student concentration&#xD;
      during the academic school day by utilizing PA in both elementary and middle school&#xD;
      populations. Carlson et al. suggest that PA breaks can indeed improve overall student&#xD;
      behavior in the classroom while Donnelly and Lambourne report a 6% improvement on&#xD;
      standardized tests in classrooms incorporating PA into academic lessons. Erwin et al.&#xD;
      describe improvements in math and reading fluency standardized test scores following an&#xD;
      intervention of PA incorporated into an elementary classroom. More conclusive research is&#xD;
      indeed needed, yet incorporating PA into the culture of an academic environment appears to&#xD;
      hold some merit.&#xD;
&#xD;
      The US Department of Education alongside the National Dance Education Organization published&#xD;
      a paper outlining the research priorities for dance education in 2004.&#xD;
&#xD;
      &quot;Of 20 Issues researched in the Research Dance Education project, 15 Issues were identified&#xD;
      as gaps, and are therefore identified as Issues in need of future research…The 15 severely&#xD;
      under-researched issues over decades impact policy and pedagogy at state and national levels,&#xD;
      specifically: Multicultural Education, Integrated Arts, Policy, Affective Domain,&#xD;
      Interdisciplinary Education, Student Achievement, Equity, National Content Standards,&#xD;
      Funding, Student Performance, Children at Risk, Certification, Teacher Standards, Uncertified&#xD;
      Teachers, and Brain Research.&quot;&#xD;
&#xD;
      Despite this call to action over a decade ago, to the investigators knowledge, a study&#xD;
      assessing change in academic performance following an intervention of dance in a public&#xD;
      school serving students with high rates of economic disadvantage has not been published.&#xD;
&#xD;
      The purpose of this study is to assess changes in benchmark and state assessment scores in a&#xD;
      public elementary school following an intervention of dance integration into the daily&#xD;
      routine of the classroom. Furthermore, this study aims to assess if dance may improve student&#xD;
      behavior, teacher perception of student behavior, reading level and attendance. The&#xD;
      investigators hypothesize that positive improvements may be observed in all variables by&#xD;
      integrating dance into the academic classroom.&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Terminated</overall_status>
  <why_stopped>
    Suspended secondary to COVID-19 and decreased access to school setting&#xD;
  </why_stopped>
  <start_date type="Actual">October 1, 2017</start_date>
  <completion_date type="Actual">June 30, 2022</completion_date>
  <primary_completion_date type="Actual">June 30, 2022</primary_completion_date>
  <phase>N/A</phase>
  <study_type>Interventional</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <allocation>Non-Randomized</allocation>
    <intervention_model>Parallel Assignment</intervention_model>
    <primary_purpose>Treatment</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Change in Benchmark/Summative assessments</measure>
    <time_frame>Baseline, 8 weeks, 16 weeks, 24 weeks.</time_frame>
    <description>Unit/chapter assessments in Math and English Language Arts</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Change in State Assessment scores</measure>
    <time_frame>Baseline and 9 months.</time_frame>
  </primary_outcome>
  <primary_outcome>
    <measure>Attendance/tardiness</measure>
    <time_frame>10 months.</time_frame>
    <description>Student attendance</description>
  </primary_outcome>
  <primary_outcome>
    <measure>Change in Reading Level</measure>
    <time_frame>Baseline, 8 weeks, 16 weeks, 24 weeks.</time_frame>
    <description>Fountas and Pinnell reading level</description>
  </primary_outcome>
  <secondary_outcome>
    <measure>Teacher perception of dance intervention</measure>
    <time_frame>Baseline and 9 months.</time_frame>
    <description>Survey of teachers knowledge and perception of dance in the classroom</description>
  </secondary_outcome>
  <secondary_outcome>
    <measure>Documented Student Behavior</measure>
    <time_frame>10 months.</time_frame>
    <description>Referrals to principals office</description>
  </secondary_outcome>
  <number_of_arms>2</number_of_arms>
  <enrollment type="Actual">349</enrollment>
  <condition>Educational Activities</condition>
  <arm_group>
    <arm_group_label>Dancing students</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
    <description>Students will participate in dance activities from a video with their teacher in class.</description>
  </arm_group>
  <arm_group>
    <arm_group_label>Non-Dancing Students</arm_group_label>
    <arm_group_type>No Intervention</arm_group_type>
    <description>Students will continue with typical classroom activities in class and will not participate in dancing activities</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>Dancing</intervention_name>
    <description>Participants in the intervention group will participate in daily dance activities with their teacher by following along with a video created by the dance researchers at Skidmore College. Teachers will be specifically asked to utilize the movement phrases just prior to administering any formal assessment activity within their classroom (tempo may be chosen at teacher's discretion). Furthermore, teachers may choose to utilize the dance phrases as 'brain breaks' at any point throughout their school day.</description>
    <arm_group_label>Dancing students</arm_group_label>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Inclusion criteria:&#xD;
&#xD;
        Inclusion criteria:&#xD;
&#xD;
          -  Registration in an elementary classroom at Boulevard Elementary school, Gloversville&#xD;
             Enlarged School District; Gloversville, New York&#xD;
&#xD;
          -  Registration in an elementary classroom Park Terrace Elementary school, Gloversville&#xD;
             Enlarged School District; Gloversville, New York&#xD;
&#xD;
          -  Participating in a classroom where teacher is utilizing dance integration into their&#xD;
             curriculum.&#xD;
&#xD;
        Exclusion Criteria:&#xD;
&#xD;
        • None&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>6 Years</minimum_age>
    <maximum_age>12 Years</maximum_age>
    <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Sarah DiPasquale, DPT</last_name>
    <role>Principal Investigator</role>
    <affiliation>Skidmore College</affiliation>
  </overall_official>
  <location>
    <facility>
      <name>Skidmore College</name>
      <address>
        <city>Saratoga Springs</city>
        <state>New York</state>
        <zip>12866</zip>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location_countries>
    <country>United States</country>
  </location_countries>
  <verification_date>April 2023</verification_date>
  <study_first_submitted>August 29, 2017</study_first_submitted>
  <study_first_submitted_qc>September 8, 2017</study_first_submitted_qc>
  <study_first_posted type="Actual">September 11, 2017</study_first_posted>
  <last_update_submitted>April 10, 2023</last_update_submitted>
  <last_update_submitted_qc>April 10, 2023</last_update_submitted_qc>
  <last_update_posted type="Actual">April 11, 2023</last_update_posted>
  <responsible_party>
    <responsible_party_type>Principal Investigator</responsible_party_type>
    <investigator_affiliation>Skidmore College</investigator_affiliation>
    <investigator_full_name>Sarah DiPasquale</investigator_full_name>
    <investigator_title>Assistant Professor</investigator_title>
  </responsible_party>
  <patient_data>
    <sharing_ipd>No</sharing_ipd>
    <ipd_description>A linking list for students will be compiled by the school Principal, numerically coding each student into a password protected document. This student linking list will be kept on a locked district owned, password protected computer at the school, separate from this database. It will be kept solely on that computer hard drive so it will not be accessible to Principal at home. Neither the PI, nor any other Skidmore researchers will have access to this locked computer and therefore, will not have ability to gain access to this list in any capacity. Skidmore researchers will never have access to student names/identities.</ipd_description>
  </patient_data>
  <!-- Results have not yet been posted for this study                                          -->
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT03278366
org study id: 1704-605
nct id: NCT03278366
lead sponsor: 
has dmc: No
is fda regulated drug: No
is fda regulated device: No
The purpose of this study is to assess changes in benchmark and state assessment scores in a
      public elementary school following an intervention of dance integration into the daily
      routine of the classroom. Furthermore, this study aims to assess if dance may improve student
      behavior, teacher perception of student behavior, reading level and attendance.
The use of movement in primary school classrooms is a longstanding practice drawn upon by
      teachers in various ways. Dance movement in particular is popular among teachers for several
      reasons: it is enjoyable for students, it can be imaginative, it engages the body as well as
      the brain, and it can be made accessible to students of varying abilities.

      In the field of education, the use of brief bouts of physical activity (PA) or 'brain breaks'
      have been gaining attention. Teachers have reported perceived improved student concentration
      during the academic school day by utilizing PA in both elementary and middle school
      populations. Carlson et al. suggest that PA breaks can indeed improve overall student
      behavior in the classroom while Donnelly and Lambourne report a 6% improvement on
      standardized tests in classrooms incorporating PA into academic lessons. Erwin et al.
      describe improvements in math and reading fluency standardized test scores following an
      intervention of PA incorporated into an elementary classroom. More conclusive research is
      indeed needed, yet incorporating PA into the culture of an academic environment appears to
      hold some merit.

      The US Department of Education alongside the National Dance Education Organization published
      a paper outlining the research priorities for dance education in 2004.

      "Of 20 Issues researched in the Research Dance Education project, 15 Issues were identified
      as gaps, and are therefore identified as Issues in need of future research…The 15 severely
      under-researched issues over decades impact policy and pedagogy at state and national levels,
      specifically: Multicultural Education, Integrated Arts, Policy, Affective Domain,
      Interdisciplinary Education, Student Achievement, Equity, National Content Standards,
      Funding, Student Performance, Children at Risk, Certification, Teacher Standards, Uncertified
      Teachers, and Brain Research."

      Despite this call to action over a decade ago, to the investigators knowledge, a study
      assessing change in academic performance following an intervention of dance in a public
      school serving students with high rates of economic disadvantage has not been published.

      The purpose of this study is to assess changes in benchmark and state assessment scores in a
      public elementary school following an intervention of dance integration into the daily
      routine of the classroom. Furthermore, this study aims to assess if dance may improve student
      behavior, teacher perception of student behavior, reading level and attendance. The
      investigators hypothesize that positive improvements may be observed in all variables by
      integrating dance into the academic classroom.
allocation: Non-Randomized
intervention model: Parallel Assignment
primary purpose: Treatment
masking: None (Open Label)
measure: Change in Benchmark/Summative assessments
time frame: Baseline, 8 weeks, 16 weeks, 24 weeks.
description: Unit/chapter assessments in Math and English Language Arts
measure: Change in State Assessment scores
time frame: Baseline and 9 months.
measure: Attendance/tardiness
time frame: 10 months.
description: Student attendance
measure: Change in Reading Level
time frame: Baseline, 8 weeks, 16 weeks, 24 weeks.
description: Fountas and Pinnell reading level
measure: Teacher perception of dance intervention
time frame: Baseline and 9 months.
description: Survey of teachers knowledge and perception of dance in the classroom
measure: Documented Student Behavior
time frame: 10 months.
description: Referrals to principals office
arm group label: Dancing students
arm group type: Experimental
description: Students will participate in dance activities from a video with their teacher in class.
arm group label: Non-Dancing Students
arm group type: No Intervention
description: Students will continue with typical classroom activities in class and will not participate in dancing activities
intervention type: Behavioral
intervention name: Dancing
description: Participants in the intervention group will participate in daily dance activities with their teacher by following along with a video created by the dance researchers at Skidmore College. Teachers will be specifically asked to utilize the movement phrases just prior to administering any formal assessment activity within their classroom (tempo may be chosen at teacher's discretion). Furthermore, teachers may choose to utilize the dance phrases as 'brain breaks' at any point throughout their school day.
arm group label: Dancing students
criteria: 
gender: All
minimum age: 6 Years
maximum age: 12 Years
healthy volunteers: Accepts Healthy Volunteers
last name: Sarah DiPasquale, DPT
role: Principal Investigator
affiliation: Skidmore College
facility: 
country: United States
responsible party type: Principal Investigator
investigator affiliation: Skidmore College
investigator full name: Sarah DiPasquale
investigator title: Assistant Professor
sharing ipd: No
ipd description: A linking list for students will be compiled by the school Principal, numerically coding each student into a password protected document. This student linking list will be kept on a locked district owned, password protected computer at the school, separate from this database. It will be kept solely on that computer hard drive so it will not be accessible to Principal at home. Neither the PI, nor any other Skidmore researchers will have access to this locked computer and therefore, will not have ability to gain access to this list in any capacity. Skidmore researchers will never have access to student names/identities.