Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia
Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
| Language: | English |
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WILEY
2021
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| Online Access: | http://purl.org/au-research/grants/nhmrc/1173043 http://hdl.handle.net/20.500.11937/91403 |
| _version_ | 1848765512180301824 |
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| author | Boyes, Mark Leitão, S. Claessen, Mary Dzidic, Peta Badcock, N.A. Nayton, M. |
| author_facet | Boyes, Mark Leitão, S. Claessen, Mary Dzidic, Peta Badcock, N.A. Nayton, M. |
| author_sort | Boyes, Mark |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme. ‘Forty children (Mage = 10.45 years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were randomized to either attend Clever Kids (n = 20) or to a wait-list control condition (n = 20). Coping skills, self-esteem, resilience, emotion regulation, and internalizing and externalizing symptoms were measured at pre-programme, post-programme, and at three-month follow-up. Recruitment and retention rates indicate high feasibility for further evaluation of the programme. There was a significant interaction between intervention condition and time for non-productive coping [F(2, 76) = 4.29, p = 0.017, f2 = 0.11]. Children who attended Clever Kids significantly reduced their use of non-productive coping strategies, and this was maintained at three-month follow-up assessment. For all other outcomes, the interactions between intervention condition and time were non-significant. The programme appears acceptable to children with dyslexia and their families, but may be improved by further reducing the number of activities involving reading and writing. Clever Kids improved the coping skills of children with dyslexia; however, a larger trial is needed to replicate this finding and investigate whether programme attendance is associated with additional improvements in children’s socioemotional well-being. |
| first_indexed | 2025-11-14T11:36:25Z |
| format | Journal Article |
| id | curtin-20.500.11937-91403 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:36:25Z |
| publishDate | 2021 |
| publisher | WILEY |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-914032023-04-19T08:12:13Z Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia Boyes, Mark Leitão, S. Claessen, Mary Dzidic, Peta Badcock, N.A. Nayton, M. Social Sciences Psychology, Educational Psychology coping mental health RCT reading difficulties dyslexia self‐ esteem MENTAL-HEALTH EMOTION REGULATION SELF-ESTEEM DIFFICULTIES QUESTIONNAIRE COMORBIDITY ADOLESCENTS RESILIENCE DISORDERS RCT coping mental health reading difficulties; dyslexia self-esteem Adaptation, Psychological Child Dyslexia Emotions Feasibility Studies Female Humans Male Self Concept Humans Dyslexia Feasibility Studies Adaptation, Psychological Emotions Self Concept Child Female Male Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socioemotional well-being programme developed specifically for upper primary school children with dyslexia. In a small randomized-controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme. ‘Forty children (Mage = 10.45 years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were randomized to either attend Clever Kids (n = 20) or to a wait-list control condition (n = 20). Coping skills, self-esteem, resilience, emotion regulation, and internalizing and externalizing symptoms were measured at pre-programme, post-programme, and at three-month follow-up. Recruitment and retention rates indicate high feasibility for further evaluation of the programme. There was a significant interaction between intervention condition and time for non-productive coping [F(2, 76) = 4.29, p = 0.017, f2 = 0.11]. Children who attended Clever Kids significantly reduced their use of non-productive coping strategies, and this was maintained at three-month follow-up assessment. For all other outcomes, the interactions between intervention condition and time were non-significant. The programme appears acceptable to children with dyslexia and their families, but may be improved by further reducing the number of activities involving reading and writing. Clever Kids improved the coping skills of children with dyslexia; however, a larger trial is needed to replicate this finding and investigate whether programme attendance is associated with additional improvements in children’s socioemotional well-being. 2021 Journal Article http://hdl.handle.net/20.500.11937/91403 10.1111/bjep.12401 English http://purl.org/au-research/grants/nhmrc/1173043 WILEY fulltext |
| spellingShingle | Social Sciences Psychology, Educational Psychology coping mental health RCT reading difficulties dyslexia self‐ esteem MENTAL-HEALTH EMOTION REGULATION SELF-ESTEEM DIFFICULTIES QUESTIONNAIRE COMORBIDITY ADOLESCENTS RESILIENCE DISORDERS RCT coping mental health reading difficulties; dyslexia self-esteem Adaptation, Psychological Child Dyslexia Emotions Feasibility Studies Female Humans Male Self Concept Humans Dyslexia Feasibility Studies Adaptation, Psychological Emotions Self Concept Child Female Male Boyes, Mark Leitão, S. Claessen, Mary Dzidic, Peta Badcock, N.A. Nayton, M. Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| title | Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| title_full | Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| title_fullStr | Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| title_full_unstemmed | Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| title_short | Piloting ‘Clever Kids’: A randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| title_sort | piloting ‘clever kids’: a randomized-controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well-being programme for children with dyslexia |
| topic | Social Sciences Psychology, Educational Psychology coping mental health RCT reading difficulties dyslexia self‐ esteem MENTAL-HEALTH EMOTION REGULATION SELF-ESTEEM DIFFICULTIES QUESTIONNAIRE COMORBIDITY ADOLESCENTS RESILIENCE DISORDERS RCT coping mental health reading difficulties; dyslexia self-esteem Adaptation, Psychological Child Dyslexia Emotions Feasibility Studies Female Humans Male Self Concept Humans Dyslexia Feasibility Studies Adaptation, Psychological Emotions Self Concept Child Female Male |
| url | http://purl.org/au-research/grants/nhmrc/1173043 http://hdl.handle.net/20.500.11937/91403 |