Technology in Play for Children With Physical Disabilities: the Dice Model of Play
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: robots, conventional.
- Who it may be relevant to
- Registry conditions: Disability Physical, Disabilities Mental. Basic parameters: 3 years — 9 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Canada
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
Unsure about the terms? Read our patient guide →
Official title
The Role of Technology in Facilitating Play for Children With Physical Disabilities: Development of the Dice Model of Play
Overview
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 children 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.
Detailed 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 3-9, diagnosed with different abilities, and typically developed) and their guardians through semi-structured interviews and content analysis; Phase 2 examines the practical application of the model with a cross-over design. Up to 20 children with different abilities will build their Lego robots within a co-design and will play with that robot for four sessions. The other group will play with conventional toys for four 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.
Interventions
- Other robots
LEGO robots with adaptation according to child's age and developmental skills. - Other conventional
A pack of conventional play tools consists of dolls, teddy bears, miniature wild animals, and small cars. All are available, and the child can choose to play with them.
Primary outcome measures
- Test of Playfulness [Time frame: before the session 1, after session 8, after session 16, each time 10 to 20 minutes.]
- The Child Initiated Pretend Play Assessment (ChIPPA-2) [Time frame: before the session 1, after session 8, after session 16, each time 18 minutes for 3 years old children and 30 minutes for 4-8 years old children.]
- The Pretend Play Enjoyment-Developmental Checklist (PPE-DC) [Time frame: before the session 1, after session 8, after session 16, each time almost 10 minutes for parents and 10 minutes for researcher.]
Eligibility criteria
Inclusion criteria
- Having a disability or typically developed
- Between 3 to 9 years old
- Speaking and understanding English or Persian
- Living in Winnipeg
Exclusion criteria
- Not receiving play therapy within the last three months
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Crossover
- Masking
- Open label
- Primary purpose
- Other
Study locations
Canada · 1 center
- Rehabilitation Centre for Children — Winnipeg
Identifiers
NCT: NCT06319430 · HS26236(H2023:343)