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IRCT20250822066951N2 IRCT 2026-10-26 General Directorate of Education of Razavi Khorasan Province Effectiveness of Mindfulness Training on Parent–Child Relationship Quality in Families of Children with Learning Disabilities The Effectiveness of a Mindfulness-Based Intervention on the Quality of the Parent–Child Relationship in Families of Children with Learning Disabilities 2026-10-26 anticipated 40 Recruiting https://irct.ir/trial/94239 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: Participants will be allocated to the intervention and control groups using simple individual randomization. The random allocation sequence will be generated using computer software. Eligible participants will be randomly assigned to one of the two groups after completing the eligibility assessment. Allocation concealment will be maintained using sequentially numbered, opaque, sealed envelopes. The appropriate envelope will be opened only after eligibility has been confirmed and the initial enrollment procedures have been completed. Stratified and cluster randomization will not be used. N/A Specific Learning Disorder. Intervention 1: Intervention group: Children receive child-centered mindfulness training delivered in 12 weekly group sessions, each lasting 60 minutes. The sessions aim to strengthen children's mindfulness skills. The intervention is delivered directly to the children; parents do not receive the training and serve as reporters of relevant study outcomes. Intervention 2: Control group: Children continue to receive usual educational and support services provided by their schools and do not receive the mindfulness training delivered to the intervention group during the study period. No - There is not a plan to make this available Justification or reason for not sharing IPD is در حال حاضر برنامه‌ای برای اشتراک‌گذاری داده‌های فردی شرکت‌کنندگان وجود ندارد. استفاده و انتشار داده‌ها تابع ملاحظات محرمانگی، رضایت آگاهانه شرکت‌کنندگان و ضوابط اخلاق پژوهش خواهد بود.
public Zahra Mansourjozan
2nd Bell, No. 15, Azadi 63, Shahid Sadat 6, Faramarz Abbasi 36, Mashhad, Razavi Khorasan, Iran
Mashhad Iran (Islamic Republic of) 9197944688 +98 51 3608 2725 zahra_mansuri65@yahoo.com Independent Researcher scientific Zahra Mansourjozan
2nd Bell, No. 15, Azadi 63, Shahid Sadat 6, Faramarz Abbasi 36, Mashhad, Razavi Khorasan, Iran
Mashhad Iran (Islamic Republic of) 9197944688 +98 51 3608 2725 zahra_mansuri65@yahoo.com Independent Researcher Iran (Islamic Republic of) Iran (Islamic Republic of) Iran (Islamic Republic of) Iran (Islamic Republic of) Iran (Islamic Republic of) Having a diagnosis of Specific Learning Disorder based on the DSM-5-TR criteria, confirmed by a qualified professional. Being enrolled in schools for students with learning disabilities and being between 8 and 12 years of age. Having sufficient cognitive and language abilities to understand instructions and participate in age-appropriate activities. Having no severe comorbid disorders that would interfere with the implementation of the intervention or the valid assessment of outcomes. Not receiving concurrent formal mindfulness interventions or similar psychological interventions during the study period. The child's willingness to participate in the intervention sessions and cooperate with assessments. The child's ability to attend the intervention sessions regularly and complete the study assessments. Having a parent or legal guardian who has been responsible for the child's daily care for at least six months. The parent's ability to read and write in Persian and complete the study questionnaires. 1. Provision of written informed consent by the parent or legal guardian and willingness to cooperate with the pre-test and post-test assessments. 8 years 12 years Both Previous participation in a structured mindfulness-based training program within the past 12 months. Concurrent participation in another clinical trial or interventional research study that could potentially affect the outcomes of the present study. F81 Specific developmental disorders of scholastic skills Behavior N/A Intervention group: Children receive child-centered mindfulness training delivered in 12 weekly group sessions, each lasting 60 minutes. The sessions aim to strengthen children's mindfulness skills. The intervention is delivered directly to the children; parents do not receive the training and serve as reporters of relevant study outcomes. Control group: Children continue to receive usual educational and support services provided by their schools and do not receive the mindfulness training delivered to the intervention group during the study period. Total parent–child relationship quality score measured using the Child–Parent Relationship Scale, as reported by the parent or primary caregiver. Timepoint: At baseline, before group allocation and intervention initiation, and at post-test, one week after the final mindfulness training session. Method of measurement: The Child–Parent Relationship Scale will be completed by the parent or primary caregiver at baseline and post-test. The total score will be used to compare parent–child relationship quality between the intervention and control groups, adjusting for the baseline score. Child mindfulness score. Timepoint: At baseline, before the intervention, and one week after the final mindfulness training session. Method of measurement: Measured using the Child and Adolescent Mindfulness Measure, completed by the child at baseline and post-test. General Directorate of Education of Razavi Khorasan Province Approved 2026-09-15 Ethics Committee of the School of Nursing and Midwifery, Mashhad University of Medical Sciences 2nd Floor, No. 15, Azadi 63, Azadi Street mashhad Razavi Khorasan Iran (Islamic Republic of)