SKIPping With PAX: An Integrated Gross Motor and Social-Emotional Skill Intervention

Study Overview
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Brief Summary
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The purpose of this study was to test the effects of an integrated intervention on the gross motor and social-emotional development of rural preschool boys and girls. A secondary purpose was to examine intervention effects on physical activity and sedentary behavior. An exploratory aim was to examine the role of executive functioning skills on intervention outcomes. This study featured a repeated measures (baseline, six-month posttest, three month retention [nine-month follow-up]), control group, experimental design. Classrooms were randomly assigned to either the experimental or control groups. Experimental participants received intervention while control participants received business as usual curricula.

Official Title
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SKIPping With PAX: An Integrated Gross Motor and Social-Emotional Skill Intervention

Conditions
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Gross Motor Development Delay, Social Skills, Social Behavior, Sedentary Behavior

Intervention / Treatment
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* Behavioral: Integrated Intervention


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Enrolled in the early childhood center, aged 4-5 years Exclusion Criteria: Enrolled in special education classroom

Ages Eligible for Study
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Minimum Age: 4 Years
Maximum Age: 5 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Gross motor and social-emotional integrated intervention group<br>Participants will receive a nine-month intervention which focuses on gross motor skills, physical activity, and social-emotional skills. | Behavioral: Integrated Intervention<br>* Gross motor and social-emotional integrated intervention<br>|
| No Intervention: Control<br>Participants will receive the center's everyday business as usual curriculum. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Test of Gross Motor Development, Third Edition TGMD-3 | Gross motor development assessment ranges from 0-100 with higher scores reflecting better performance. | Baseline | 
| Test of Gross Motor Development, Third Edition | Gross motor development assessment ranges from 0-100 with higher scores reflecting better performance. | six-month posttest | 
| Test of Gross Motor Development, Third Edition | Gross motor development assessment ranges from 0-100 with higher scores reflecting better performance. | three-month follow-up | 
| Social Skills Improvement System Rating Scales SSIS-RS | Social-Emotional scores range from 0-160 with higher scores reflecting better performance. | Baseline | 
| Social Skills Improvement System Rating Scales | Social-Emotional scores range from 0-160 with higher scores reflecting better performance. | six-month posttest | 
| Social Skills Improvement System Rating Scales | Social-Emotional scores range from 0-160 with higher scores reflecting better performance. | three-month follow-up | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Accelerometers | Physical Activity and Sedentary Behavior | Baseline | 
| Accelerometers | Physical Activity and Sedentary Behavior | six-month posttest | 
| Accelerometers | Physical Activity and Sedentary Behavior | three-month follow-up |