Risk and Resilience Factors in Learning Disabilities Population

Study Overview
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Brief Summary
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The purpose of this study is to report preliminary outcomes of executive function and psychopathology symptoms of a manual-based psychological intervention for adolescents diagnosed with learning disorders- I can succeed (ICS).

Official Title
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The Contribution of Risk and Resilience Factors in Learning Disabilities Population to Academic and Emotional Development

Conditions
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Learning Disorders

Intervention / Treatment
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* Behavioral: I Can Succeed ICS


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Learning Disorder diagnosis Normal range IQ Regular class attendance Exclusion Criteria: Suicidal ideation and psychosis

Ages Eligible for Study
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Minimum Age: 11 Years
Maximum Age: 15 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: Supportive Care
Intervention Model: Single Group Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Psychological Intervention<br> | Behavioral: I Can Succeed ICS<br>* ICS is a manual-based psychological intervention aimed to address both emotional and academic-executive functions aspects of LD.It consists of acute phase (13 once a week sessions) and follow-up phase (6 sessions over 18 months). ICS focuses on developing intrapersonal skills (e.g. self awareness, goal setting, organizational skills), interpersonal skills (e.g. communication, problem solving)and school/community skills (i.e. strengthening the family-school relationship) (Kopelman-Rubin et al., 2011).<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in Child Behavior Checklist (CBCL) (Achenbach, 1991). | The Child Behavior Checklist (CBCL) is a device by which parents and teachers rate a child's problem behaviors and competencies. It consists of 112 behavioral items (and 1 open-ended item) scored on a 3-step response scale from Not true (0) to Very true or Often true (2). Subscales include Aggressive Behavior, Anxious/Depressed, Attention Problems, Delinquent Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, Withdrawn, Externalizing, Internalizing, Total Problems, plus DSM-oriented scales. | base line (time 0) and end of treatment (3 month) | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in The standardized Brain Resource cognition assessment, ''IntegNeuro,'' (Clark et al., 2006). | A computerized standardized assessment of Executive Functions and Continuous Performance Test | base line (time 0) and end of treatment (3 month) | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Learning Disorders