Clinical Trial Details
— Status: Not yet recruiting
Administrative data
NCT number |
NCT06319430 |
Other study ID # |
HS26236(H2023:343) |
Secondary ID |
|
Status |
Not yet recruiting |
Phase |
N/A
|
First received |
|
Last updated |
|
Start date |
June 1, 2024 |
Est. completion date |
May 28, 2025 |
Study information
Verified date |
April 2024 |
Source |
University of Manitoba |
Contact |
Minoo Dabiri Golchin, Ph.D. |
Phone |
204-789-3897 |
Email |
Minoo.DabiriGolchin[@]umanitoba.ca |
Is FDA regulated |
No |
Health authority |
|
Study type |
Interventional
|
Clinical Trial Summary
Play is an important activity for children. Almost all children play, but what is play? It is
not easy to define play. In the past, people believed that children played to burn their
energy. Now, it is known that play is important for children's growth. Some kids with
disabilities cannot play. Many experts use play to teach children specific skills. People
often forget that play is a child's right. It is important to help all children play. The
first step is to define play and find what features are important in helping a child with a
disability play.
There are some models of play. But they are not complete. They do not look at play as a
whole. Some models are just about playfulness, and some are about playing with others. Having
a model that defines play helps researchers and clinicians think about play and the different
parts of it. Then, when a child cannot play, experts can fix the part that is not working.
Investigators want to introduce a model of play in this project. Investigators want to edit
and complete it in three steps. First, Investigators will ask parents and children with
disabilities about things that help or do not help them play; then, investigators will give
Lego robots to kids that they will build with help and play with them for a few weeks. And at
the end, investigators will ask therapists and other experts about our model of play. This
model will be edited during the study.
Description:
The study is designed in three phases, employing a mixed-method approach that integrates
qualitative and quantitative methods. Phase 1 involves exploring the alignment of the Dice
Model of Play with the experiences of 10 children (aged 3-8, diagnosed with physical
disabilities) and their guardians through semi-structured interviews and content analysis;
Phase 2 examines the practical application of the model with a cross-over design. Ten
children will build their Lego robots within a co-design and will play with that robot for
eight sessions. The other group will play with conventional toys for eight sessions. They
will switch after finishing those sessions. Sessions will be directed by a master of
occupational therapy student supervised by Dr. Jacquie Ripat, a registered occupational
therapist in Manitoba. Assessments will be Test of Playfulness (TOP), enjoyment (PPE_DC), and
play skills (ChIPPA-2) three times at the start, switching point, and last session. A
go-along interview will be conducted in the co-design. Lastly, Phase 3 seeks expert opinions
on the revised Dice Model of Play's clarity, relevance, and applicability, using online focus
groups with professionals in occupational therapy, psychology, and computer science. The
study aims to modify and enhance the model based on the findings from these phases.