Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol.
Identifieur interne : 000165 ( Main/Exploration ); précédent : 000164; suivant : 000166Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol.
Auteurs : Kate E. Williams [Australie] ; Sally Savage [Australie] ; Rebecca Eager [Australie]Source :
- BMJ open [ 2044-6055 ] ; 2020.
Abstract
INTRODUCTION
Self-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education-and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.
METHODS AND ANALYSIS
We will recruit 237 children from up to eight kindergartens in low socioeconomic areas.
INTERVENTION
teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks.
CONTROL
usual practice kindergarten programme.
FOLLOW-UP
end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation.
SECONDARY OUTCOMES
school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.
ETHICS AND DISSEMINATION
Queensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.
TRIAL REGISTRATION NUMBER
ACTRN12619001342101; Pre-results (30 September 2019).
DOI: 10.1136/bmjopen-2019-036392
PubMed: 32928851
PubMed Central: PMC7488808
Affiliations:
Links toward previous steps (curation, corpus...)
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Williams</name><affiliation wicri:level="1"><nlm:affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia k15.williams@qut.edu.au.</nlm:affiliation><country wicri:rule="url">Australie</country><wicri:regionArea>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland</wicri:regionArea><wicri:noRegion>Queensland</wicri:noRegion></affiliation></author><author><name sortKey="Savage, Sally" sort="Savage, Sally" uniqKey="Savage S" first="Sally" last="Savage">Sally Savage</name><affiliation wicri:level="1"><nlm:affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland</wicri:regionArea><wicri:noRegion>Queensland</wicri:noRegion></affiliation></author><author><name sortKey="Eager, Rebecca" sort="Eager, Rebecca" uniqKey="Eager R" first="Rebecca" last="Eager">Rebecca Eager</name><affiliation wicri:level="1"><nlm:affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland</wicri:regionArea><wicri:noRegion>Queensland</wicri:noRegion></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2020">2020</date><idno type="RBID">pubmed:32928851</idno><idno type="pmid">32928851</idno><idno type="doi">10.1136/bmjopen-2019-036392</idno><idno type="pmc">PMC7488808</idno><idno type="wicri:Area/Main/Corpus">000162</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000162</idno><idno type="wicri:Area/Main/Curation">000162</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000162</idno><idno type="wicri:Area/Main/Exploration">000162</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol.</title><author><name sortKey="Williams, Kate E" sort="Williams, Kate E" uniqKey="Williams K" first="Kate E" last="Williams">Kate E. Williams</name><affiliation wicri:level="1"><nlm:affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia k15.williams@qut.edu.au.</nlm:affiliation><country wicri:rule="url">Australie</country><wicri:regionArea>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland</wicri:regionArea><wicri:noRegion>Queensland</wicri:noRegion></affiliation></author><author><name sortKey="Savage, Sally" sort="Savage, Sally" uniqKey="Savage S" first="Sally" last="Savage">Sally Savage</name><affiliation wicri:level="1"><nlm:affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland</wicri:regionArea><wicri:noRegion>Queensland</wicri:noRegion></affiliation></author><author><name sortKey="Eager, Rebecca" sort="Eager, Rebecca" uniqKey="Eager R" first="Rebecca" last="Eager">Rebecca Eager</name><affiliation wicri:level="1"><nlm:affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland</wicri:regionArea><wicri:noRegion>Queensland</wicri:noRegion></affiliation></author></analytic><series><title level="j">BMJ open</title><idno type="eISSN">2044-6055</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>INTRODUCTION</b></p><p>Self-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education-and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS AND ANALYSIS</b></p><p>We will recruit 237 children from up to eight kindergartens in low socioeconomic areas.</p></div><div type="abstract" xml:lang="en"><p><b>INTERVENTION</b></p><p>teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks.</p></div><div type="abstract" xml:lang="en"><p><b>CONTROL</b></p><p>usual practice kindergarten programme.</p></div><div type="abstract" xml:lang="en"><p><b>FOLLOW-UP</b></p><p>end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation.</p></div><div type="abstract" xml:lang="en"><p><b>SECONDARY OUTCOMES</b></p><p>school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.</p></div><div type="abstract" xml:lang="en"><p><b>ETHICS AND DISSEMINATION</b></p><p>Queensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.</p></div><div type="abstract" xml:lang="en"><p><b>TRIAL REGISTRATION NUMBER</b></p><p>ACTRN12619001342101; Pre-results (30 September 2019).</p></div></front></TEI><pubmed><MedlineCitation Status="In-Process" Owner="NLM"><PMID Version="1">32928851</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>28</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">2044-6055</ISSN><JournalIssue CitedMedium="Internet"><Volume>10</Volume><Issue>9</Issue><PubDate><Year>2020</Year><Month>09</Month><Day>13</Day></PubDate></JournalIssue><Title>BMJ open</Title><ISOAbbreviation>BMJ Open</ISOAbbreviation></Journal><ArticleTitle>Rhythm and Movement for Self-Regulation (RAMSR) intervention for preschool self-regulation development in disadvantaged communities: a clustered randomised controlled trial study protocol.</ArticleTitle><Pagination><MedlinePgn>e036392</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1136/bmjopen-2019-036392</ELocationID><Abstract><AbstractText Label="INTRODUCTION">Self-regulation (the ability to regulate emotion, attention, cognition and behaviour) is an integral part of early learning competence in the years prior to school. Self-regulation skills are critical to ongoing learning behaviours, achievement and well-being. Emerging neurological evidence suggests coordinated music and movement participation could support self-regulation development for all children. A pilot study in 2016 introduced a coordinated music and movement programme designed to boost self-regulation skills in children in disadvantaged communities, delivered by visiting specialists, with promising findings. The intervention is based on the neuroscience of beat synchronisation, rhythmic entrainment and the cognitive benefits of music therapy and music education-and is called Rhythm and Movement for Self-Regulation (RAMSR). This study builds on the pilot by training regular teachers to deliver RAMSR in their classrooms (rather than visiting specialists). The study aims to establish the effectiveness of RAMSR, which is designed to translate the cognitive benefits that accrue from rhythm participation to address self-regulation for children who do not typically access high-quality music programmes.</AbstractText><AbstractText Label="METHODS AND ANALYSIS">We will recruit 237 children from up to eight kindergartens in low socioeconomic areas.</AbstractText><AbstractText Label="INTERVENTION">teachers will be trained to deliver the RAMSR intervention during group time in kindergartens, daily for 8 weeks.</AbstractText><AbstractText Label="CONTROL">usual practice kindergarten programme.</AbstractText><AbstractText Label="FOLLOW-UP">end of intervention using child assessments and teacher report; 12 months postbaseline using school teacher reports following school transition. Primary outcomes: executive function and self-regulation.</AbstractText><AbstractText Label="SECONDARY OUTCOMES">school readiness; visual-motor integration; teacher-reported behaviour problems, school transition and academic competency; teacher knowledge, confidence, practice and attitudes related to self-regulation, rhythm and movement; fidelity of intervention implementation.</AbstractText><AbstractText Label="ETHICS AND DISSEMINATION">Queensland University of Technology Human Research Ethics Committee, approval 1900000566. Findings dissemination: in-field workshops to service providers, conference presentations, journal and professional publications.</AbstractText><AbstractText Label="TRIAL REGISTRATION NUMBER">ACTRN12619001342101; Pre-results (30 September 2019).</AbstractText><CopyrightInformation>© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Williams</LastName><ForeName>Kate E</ForeName><Initials>KE</Initials><Identifier Source="ORCID">0000-0001-8983-5503</Identifier><AffiliationInfo><Affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia k15.williams@qut.edu.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Savage</LastName><ForeName>Sally</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Eager</LastName><ForeName>Rebecca</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><DataBankList CompleteYN="Y"><DataBank><DataBankName>ANZCTR</DataBankName><AccessionNumberList><AccessionNumber>ACTRN12619001342101</AccessionNumber></AccessionNumberList></DataBank></DataBankList><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D013485">Research Support, Non-U.S. Gov't</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>09</Month><Day>13</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>BMJ Open</MedlineTA><NlmUniqueID>101552874</NlmUniqueID><ISSNLinking>2044-6055</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="Y">community child health</Keyword><Keyword MajorTopicYN="Y">mental health</Keyword><Keyword MajorTopicYN="Y">paediatrics</Keyword><Keyword MajorTopicYN="Y">preventive medicine</Keyword><Keyword MajorTopicYN="Y">public health</Keyword></KeywordList><CoiStatement>Competing interests: KEW reports a grant from Australian Research Council. SS reports work as a paid casual relief teacher for the collaborating agency, Childcare & Kindergarten Association, for approximately 30 days per year at various sites. This agency has no financial interest in the research project, they are providing access to research sites only.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="entrez"><Year>2020</Year><Month>9</Month><Day>15</Day><Hour>5</Hour><Minute>41</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2020</Year><Month>9</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>9</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">32928851</ArticleId><ArticleId IdType="pii">bmjopen-2019-036392</ArticleId><ArticleId IdType="doi">10.1136/bmjopen-2019-036392</ArticleId><ArticleId IdType="pmc">PMC7488808</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>JAMA Pediatr. 2018 Feb 5;172(2):e174363</Citation><ArticleIdList><ArticleId IdType="pubmed">29204659</ArticleId></ArticleIdList></Reference><Reference><Citation>Struct Equ Modeling. 2009 Apr 1;16(2):315-337</Citation><ArticleIdList><ArticleId IdType="pubmed">20228953</ArticleId></ArticleIdList></Reference><Reference><Citation>Child Dev. 2014 Jan-Feb;85(1):140-59</Citation><ArticleIdList><ArticleId IdType="pubmed">23647355</ArticleId></ArticleIdList></Reference><Reference><Citation>Dev Psychol. 2012 May;48(3):647-57</Citation><ArticleIdList><ArticleId IdType="pubmed">22329384</ArticleId></ArticleIdList></Reference><Reference><Citation>Dev Psychol. 2015 Dec;51(12):1740-55</Citation><ArticleIdList><ArticleId IdType="pubmed">26501724</ArticleId></ArticleIdList></Reference><Reference><Citation>J Dev Behav Pediatr. 2018 Jul/Aug;39(6):489-496</Citation><ArticleIdList><ArticleId IdType="pubmed">29781830</ArticleId></ArticleIdList></Reference><Reference><Citation>J Dev Behav Pediatr. 2017 Feb/Mar;38(2):99-108</Citation><ArticleIdList><ArticleId IdType="pubmed">28092295</ArticleId></ArticleIdList></Reference><Reference><Citation>Dev Psychopathol. 2011 Aug;23(3):845-57</Citation><ArticleIdList><ArticleId IdType="pubmed">21756436</ArticleId></ArticleIdList></Reference><Reference><Citation>Early Child Res Q. 2013 Apr 1;28(2):314-324</Citation><ArticleIdList><ArticleId IdType="pubmed">23543916</ArticleId></ArticleIdList></Reference><Reference><Citation>J Appl Dev Psychol. 2019 Jan-Feb;60:56-64</Citation><ArticleIdList><ArticleId IdType="pubmed">31772417</ArticleId></ArticleIdList></Reference><Reference><Citation>Dev Psychol. 2009 May;45(3):605-19</Citation><ArticleIdList><ArticleId IdType="pubmed">19413419</ArticleId></ArticleIdList></Reference><Reference><Citation>Psychol Sci. 2012 May 1;23(5):510-6</Citation><ArticleIdList><ArticleId IdType="pubmed">22457426</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2018 Jan 17;8:2366</Citation><ArticleIdList><ArticleId IdType="pubmed">29403411</ArticleId></ArticleIdList></Reference><Reference><Citation>Neuron. 2017 Sep 27;96(1):56-71</Citation><ArticleIdList><ArticleId IdType="pubmed">28957676</ArticleId></ArticleIdList></Reference><Reference><Citation>Annu Rev Psychol. 2015 Jan 3;66:711-31</Citation><ArticleIdList><ArticleId IdType="pubmed">25148852</ArticleId></ArticleIdList></Reference><Reference><Citation>J Psychoeduc Assess. 2017 Jun;35(3):255-275</Citation><ArticleIdList><ArticleId IdType="pubmed">28503022</ArticleId></ArticleIdList></Reference><Reference><Citation>Br J Educ Psychol. 2016 Jun;86(2):331-50</Citation><ArticleIdList><ArticleId IdType="pubmed">26918668</ArticleId></ArticleIdList></Reference><Reference><Citation>Aust N Z J Psychiatry. 2004 Aug;38(8):644-51</Citation><ArticleIdList><ArticleId IdType="pubmed">15298588</ArticleId></ArticleIdList></Reference><Reference><Citation>Early Educ Dev. 2013 Oct 1;24(7):1043-1064</Citation><ArticleIdList><ArticleId IdType="pubmed">24729666</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2019 Apr 24;10:724</Citation><ArticleIdList><ArticleId IdType="pubmed">31105608</ArticleId></ArticleIdList></Reference><Reference><Citation>Psychol Methods. 2009 Mar;14(1):43-53</Citation><ArticleIdList><ArticleId IdType="pubmed">19271847</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Australie</li></country></list><tree><country name="Australie"><noRegion><name sortKey="Williams, Kate E" sort="Williams, Kate E" uniqKey="Williams K" first="Kate E" last="Williams">Kate E. Williams</name></noRegion><name sortKey="Eager, Rebecca" sort="Eager, Rebecca" uniqKey="Eager R" first="Rebecca" last="Eager">Rebecca Eager</name><name sortKey="Savage, Sally" sort="Savage, Sally" uniqKey="Savage S" first="Sally" last="Savage">Sally Savage</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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