Academic Skill DisorderNCT05870085
Impact of Neuro-linguistic Programming on Schoolchildren's Performance
A study testing Neuro-linguistic program in people with Academic Skill Disorder and Child Behavior, run by Lebanese University at 1 site in Lebanon.
Trial summary
Neuro-Linguistic Programming (NLP) is a methodology developed in the 1970s by Richard Bandler and John Grinder, based on the idea that language and behavior are interconnected and can be systematically modeled and changed. Read more about this study
- Who is it for?
- Ages 5 to 11 yearsHealthy volunteers can take part
- Conditions the study is for
- Academic Skill Disorder, Child Behavior
- What is being tested?
- Neuro-linguistic program
- Type of treatment
- Lifestyle or therapy programme
- How many people
- 130 participants
- Where
- 1 siteLebanon
- Study dates
- 20 Mar 2023to 10 Jun 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 5 to 11 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Schoolchildren aged between 5 and 11 years attending the same school for at least a year.
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Impact of Neuro-linguistic Programs on the Academic Performance of Primary School Students in Lebanon: Triggers, Attention Deficit Hyperactivity Disorder Symptoms and Their Effect on Behavior and Academic Performance of Schoolchildren
Neuro-Linguistic Programming (NLP) is a methodology developed in the 1970s by Richard Bandler and John Grinder, based on the idea that language and behavior are interconnected and can be systematically modeled and changed. NLP is often used as a form of psychotherapy, coaching, or personal development, although its effectiveness has been debated in the scientific community.
NLP practitioners believe that our thoughts, emotions, and behavior are influenced by our internal representations of the world, which are constructed through language and sensory experiences. Changing the use of language and the perception of experiences, thoughts, emotions, and behavior can be adjusted accordingly. NLP uses various techniques to achieve this, including reframing, anchoring, and rapport-building. Reframing involves changing the perception of a situation by putting it in a different context or perspective. Anchoring consists in associating a particular state of mind or emotion with a specific physical or sensory stimulus, such as a touch or a smell. Rapport-building involves establishing a connection and a sense of trust with another person through mirroring and matching their body language, tone of voice, and language patterns.
Read the detailed description
Neuro-Linguistic Programming (NLP) techniques have been used in various contexts, including education. Some educators and practitioners believe that NLP can help children develop their communication skills, self-confidence, and self-awareness and improve their learning outcomes. Some NLP techniques adapted for children include: (1) Anchoring involves linking a particular emotional or sensory state with a physical stimulus, such as a touch or a visual cue. For example, a teacher might use a specific gesture or word to help a child feel more confident before a test. (2) Reframing: This technique involves helping a child see a situation or problem differently. For example, a teacher might help a child reframe a difficult math problem as a fun challenge. And (3) Meta-modeling: This technique involves helping children become more aware of their language patterns and the language patterns of others, which can improve communication skills and self-awareness.
- Conditions
- Academic Skill Disorder, Child Behavior
- Being tested
- Neuro-linguistic program
- Medical subject headings
- Learning Disabilities, Child Behavior
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Neuro-linguistic programBehavioural
Intervention: Neuro-linguistic program developed by three specialists (a clinical psychologist, a social worker, and one education specialist).
4 (45 minutes) sessions for teachers, and 2 for children (total of 6 sessions)
What is being measured
The primary outcome is the main question the study is designed to answer.
Identification of school triggers through ''Identify School Triggers'' questionnaire
130 children will be asked to fill out the ''Identify school triggers'' questionnaire by rating items depending on the strength of the trigger impact. A score over 20 will be calculated and the strength of the triggers will be evaluated after categorizing the scores.
Measured: 2 months after the intervention
Schoolchildren's strengths and difficulties progression through the Strengths and Difficulties Questionnaire
A parent (mother or father or legal guardian) of 130 children will be asked to fill out a survey. The first 25 items in the SDQ comprise 5 scales of 5 items each. It is usually easiest to score all 5 scales before working out the Total Difficulties score. Somewhat True is always scored as 1, but the scoring of Not True and Certainly True varies with each item. For each of the 5 scales, the score can range from 0-10 if all 5 items were completed. Scale scores can be prorated if at least 3 items were completed. Using the comments, a "substantial risk of clinically significant problems" score on the Total Difficulties Score can be used to identify likely ''cases" with mental disorders.
Measured: 2 months after the intervention
Concentration, hyperactivity, and reasoning of schoolchildren through the Vanderbilt Assessment Scale
Two different teachers will complete the survey for each student (130 students and 12 teachers). The initial assessment scales, parent and teacher, have two components:
Symptom assessment and impairment in performance. Symptom assessment screens for symptoms that meet the criteria for inattentive (items 1-9) and hyperactive attention deficit hyperactivity disorder (ADHD) (items 10-18). To meet the requirements for the diagnosis, one must have at least six positive responses to either the inattentive nine or hyperactive nine core symptoms, or both. The specific item sets and numbers of positives required for each co-morbid symptom screen set are detailed below. The second section of the scale has many performance measures, scored 1 to 5, with 4 and 5 being somewhat of a problem/problematic.
Measured: 2 months after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted23 May 2023
- Study start20 Mar 2023
- Primary completion6 Jun 2023
- Study completion10 Jun 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Academic Skill DisorderStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- Triple blind
- Who is masked
- Participant, Care provider, Outcomes assessor
- Enrolment
- 130 participants (actual)
Sponsor and investigators
- Lead sponsor
- Lebanese University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Georges Hatem, Lebanese University
- Investigators
- Roula Abou Assi, PhD, Study director, Lebanese University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05870085
- Sponsor's protocol ID
- 3/23/D
- Status last verified
- Jun 2023
- First submitted
- 3 May 2023
- Last updated
- 22 Jun 2023
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 22 Jun 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Impact of Neuro-linguistic Programs on the Academic Performance of Primary School Students in Lebanon: Triggers, Attention Deficit Hyperactivity Disorder Symptoms and Their Effect on Behavior and Academic Performance of Schoolchildren
- ClinicalTrials.gov ID
- NCT05870085
- Acronym / sponsor ID
- 3/23/D
- Conditions
- Academic Skill Disorder, Child Behavior
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 130 participants (actual)
- Lead sponsor
- Lebanese UniversityUniversity, hospital or other
- Study start
- 20 Mar 2023 (actual)
- Primary completion
- 6 Jun 2023 (actual)
- Study completion
- 10 Jun 2023 (actual)
- First posted
- 23 May 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Neuro-Linguistic Programming (NLP) is a methodology developed in the 1970s by Richard Bandler and John Grinder, based on the idea that language and behavior are interconnected and can be systematically modeled and changed. NLP is often used as a form of psychotherapy, coaching, or personal development, although its effectiveness has been debated in the scientific community.
NLP practitioners believe that our thoughts, emotions, and behavior are influenced by our internal representations of the world, which are constructed through language and sensory experiences. Changing the use of language and the perception of experiences, thoughts, emotions, and behavior can be adjusted accordingly. NLP uses various techniques to achieve this, including reframing, anchoring, and rapport-building. Reframing involves changing the perception of a situation by putting it in a different context or perspective. Anchoring consists in associating a particular state of mind or emotion with a specific physical or sensory stimulus, such as a touch or a smell. Rapport-building involves establishing a connection and a sense of trust with another person through mirroring and matching their body language, tone of voice, and language patterns.
Detailed description
Neuro-Linguistic Programming (NLP) techniques have been used in various contexts, including education. Some educators and practitioners believe that NLP can help children develop their communication skills, self-confidence, and self-awareness and improve their learning outcomes. Some NLP techniques adapted for children include: (1) Anchoring involves linking a particular emotional or sensory state with a physical stimulus, such as a touch or a visual cue. For example, a teacher might use a specific gesture or word to help a child feel more confident before a test. (2) Reframing: This technique involves helping a child see a situation or problem differently. For example, a teacher might help a child reframe a difficult math problem as a fun challenge. And (3) Meta-modeling: This technique involves helping children become more aware of their language patterns and the language patterns of others, which can improve communication skills and self-awareness.
Study design
- Primary purpose
- Supportive care
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- Triple blind (participant, care provider, outcomes assessor)
Who may qualify
- Ages
- 5 to 11 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (1 listed)
- Schoolchildren aged between 5 and 11 years attending the same school for at least a year.
Key exclusion criteria (0 listed)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Neuro-linguistic programIntervention: Neuro-linguistic program developed by three specialists (a clinical psychologist, a social worker, and one education specialist). 4 (45 minutes) sessions for teachers, and 2 for children (total of 6 sessions) | Behavioural | – |
Primary outcome
Identification of school triggers through ''Identify School Triggers'' questionnaire
Time frame: 2 months after the intervention
130 children will be asked to fill out the ''Identify school triggers'' questionnaire by rating items depending on the strength of the trigger impact. A score over 20 will be calculated and the strength of the triggers will be evaluated after categorizing the scores.
Schoolchildren's strengths and difficulties progression through the Strengths and Difficulties Questionnaire
Time frame: 2 months after the intervention
A parent (mother or father or legal guardian) of 130 children will be asked to fill out a survey. The first 25 items in the SDQ comprise 5 scales of 5 items each. It is usually easiest to score all 5 scales before working out the Total Difficulties score. Somewhat True is always scored as 1, but the scoring of Not True and Certainly True varies with each item. For each of the 5 scales, the score can range from 0-10 if all 5 items were completed. Scale scores can be prorated if at least 3 items were completed. Using the comments, a "substantial risk of clinically significant problems" score on the Total Difficulties Score can be used to identify likely ''cases" with mental disorders.
Concentration, hyperactivity, and reasoning of schoolchildren through the Vanderbilt Assessment Scale
Time frame: 2 months after the intervention
Two different teachers will complete the survey for each student (130 students and 12 teachers). The initial assessment scales, parent and teacher, have two components: Symptom assessment and impairment in performance. Symptom assessment screens for symptoms that meet the criteria for inattentive (items 1-9) and hyperactive attention deficit hyperactivity disorder (ADHD) (items 10-18). To meet the requirements for the diagnosis, one must have at least six positive responses to either the inattentive nine or hyperactive nine core symptoms, or both. The specific item sets and numbers of positives required for each co-morbid symptom screen set are detailed below. The second section of the scale has many performance measures, scored 1 to 5, with 4 and 5 being somewhat of a problem/problematic.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 22 Jun 2023.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Roula Abou Assi, PhD study director
Lebanese University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Neuro-linguistic program in people with Academic Skill Disorder and Child Behavior, run by Lebanese University at 1 site in Lebanon.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 0 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 22 Jun 2023. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Lebanon. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Identification of school triggers through ''Identify School Triggers'' questionnaire (time frame: 2 months after the intervention). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 22 Jun 2023.