NCT02766101

Manville Moves: an Exercise Intervention for Behavioral Regulation Among Children With Behavioral Health Challenges

Can a Physical Activity Program Implemented at a Therapeutic School Promote Emotional Regulation and School Success in Socially and Emotionally Vulnerable Children?

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 103 (actual)
• Sponsor: Harvard School of Public Health (HSPH) · Academic / Other
• Sex: All
• Age: 7 Years – 18 Years
• Healthy volunteers: Not accepted

Summary

The purpose of this study is to examine whether an exergaming, aerobic physical education (PE) curriculum is acceptable and elicits improvements in behavioral self-regulation and classroom functioning among children with behavioral health challenges attending a therapeutic day school. After following an approved consent/assent process, children attending the school were randomized by classroom to take part in either 7 weeks of the experimental PE curriculum, or 7 weeks of the standard PE curriculum; after a 10 week washout period, children then crossed over into the other arm.

Conditions

• Autistic Disorder
• Attention Deficit and Disruptive Behavior Disorders
• Anxiety Disorders
• Mood Disorders
• Conduct Disorder
• Oppositional Defiant Disorder

Interventions

Type	Name	Description
BEHAVIORAL	Aerobic Exergaming PE Curriculum	Sustained aerobic exercise.
BEHAVIORAL	Standard PE	Non-aerobic skill building.

Timeline

• Start date: 2014-10-01
• Primary completion: 2015-04-01
• Completion: 2015-04-01
• First posted: 2016-05-09
• Last updated: 2016-05-09

Locations

1 site across 1 country: United States