[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"dyslexia\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:dyslexia":27},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,10,0,[8,52,86,108,141,172,194,216,251,282],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":29,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":40,"lastUpdatePostDateStruct":41,"startDateStruct":44,"completionDateStruct":46,"leadSponsor":48,"locationsCount":51},"100651721","brain-stimulation-paired-with-structured-reading-instruction-in-children-with-dyslexia-100651721",false,"NCT07762365","Brain Stimulation Paired With Structured Reading Instruction in Children With Dyslexia","A Study of Transcranial Electrical Stimulation (tES) Paired With Structured Learning Protocols for Accelerated Skill Acquisition: Sub-Protocol B (Pediatric Reading Support for Children With Dyslexia and Reading Disabilities)","Inclusion Criteria:\n\n* Children aged 7 to 17 years inclusive\n* Diagnosed with developmental dyslexia or related reading disability, OR exhibiting reading difficulties consistent with developmental dyslexia (for example, performing below the participant's expected grade level on a standardized reading assessment), as identified by the participant's educator, reading practitioner, caregiver, or clinician. A formal clinical diagnosis is not required for enrollment.\n* Concurrently receiving or able to receive structured reading instruction during the intervention period\n* Parent or legal guardian able and willing to provide informed permission\n* Participant able and willing to provide age-appropriate assent\n\nExclusion Criteria:\n\n* History of epilepsy or any seizure disorder\n* Active skin disease, open wounds, or significant skin irritation at electrode contact sites\n* Implanted electronic medical devices where stimulation would be contraindicated per device manufacturer guidance or investigator judgment after individual risk assessment\n* Significant cognitive impairment beyond reading-related difficulties that would interfere with assent or study participation\n* Any other condition that, in the investigator's judgment, would compromise participant safety or the integrity of the study data","ALL","7 Years","17 Years",{"count":20,"type":21},60,"ESTIMATED","INTERVENTIONAL",[24],"NA","This study investigates whether transcranial electrical stimulation (tES) delivered during structured reading instruction affects reading proficiency in children with developmental dyslexia and related reading disabilities.\n\nChildren aged 7 to 17 who have been identified as having dyslexia or reading difficulties are randomly assigned in equal numbers to receive either active stimulation or sham (placebo) stimulation while completing structured reading instruction. Participants wear a non-invasive transcranial electrical stimulation headset that delivers a low-level electrical current through electrodes resting on the scalp. Sessions typically last 20 to 30 minutes and may take place at home or in person at a participating site. A trained adult is present and supervising for every session.\n\nReading proficiency is measured with standardized assessments before and after the intervention period. A follow-up assessment may be conducted up to 12 months after the intervention ends.\n\nThe device used in this study is investigational and has not been approved or cleared by the U.S. Food and Drug Administration.",[27,28],"Dyslexia","Reading Disability",[30,31,32,33,34,35,36,37,38],"transcranial electrical stimulation","tES","transcranial direct current stimulation","tDCS","dyslexia","reading fluency","structured literacy","pediatric","neuromodulation","RECRUITING","2026-08-08",{"date":42,"type":43},"2026-08-13","ACTUAL",{"date":45,"type":21},"2026-11-01",{"date":47,"type":21},"2032-06-01",{"name":49,"class":50},"General Neuro Inc.","INDUSTRY",1,{"id":53,"slug":54,"hasResults":11,"nctId":55,"briefTitle":56,"officialTitle":57,"acronym":4,"eligibilityCriteria":58,"healthyVolunteers":59,"sex":16,"minAge":60,"maxAge":61,"enrollmentInfo":62,"targetDuration":4,"studyType":22,"phases":64,"briefSummary":65,"conditions":66,"keywords":69,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":75,"lastUpdatePostDateStruct":76,"startDateStruct":78,"completionDateStruct":80,"leadSponsor":82,"locationsCount":85},"100628297","investigating-individual-differences-in-speech-motor-skills-in-neurotypical-speakers-and-persons-with-disordered-speech-100628297","NCT07459803","Investigating Individual Differences in Speech Motor Skills in Neurotypical Speakers and Persons With Disordered Speech","Brain Mechanisms Underlying Neurotypical and Disordered Speech","Inclusion Criteria:\n\n* Native speakers of American English\n* Adults age 18-50\n* Age-appropriate cognitive and receptive vocabulary skills\n* Age-appropriate hearing\n* Adults with dyslexia will have a history of dyslexia or report of ongoing reading difficulties that will be confirmed at the first screening visit\n* Adults who stutter will have a history of stuttering that will be confirmed at the first screening visit\n\nExclusion Criteria:\n\n* History of neurological disorder, including a history of seizures\n* Major brain injury, brain surgery, or stroke\n* Orthodontia or atypical oral structure (e.g., cleft palate) that interferes with speech\n* Fluency disorder (except those in the persons who stutter cohort), apraxia of speech, or dysarthria\n* Language or reading disorder (except those in persons with dyslexia cohort)\n* Standardized score below 80 on the Kaufman Brief Intelligence Test\n* Standardized score below 1 standard deviation on the NIH Toolbox Picture Vocabulary Test\n* Pregnancy\n* Severe claustrophobia\n* Presence of magnetically or mechanically active implant, or other ferromagnetic material embedded in any part of the body\n* Significant scalp lesions that would prevent transcranial direct stimulation",true,"18 Years","50 Years",{"count":63,"type":21},90,[24],"This study aims to understand how people use different types of feedback to control their speech. When an individual speaks, the brain relies on several systems at the same time, such as sensory systems that monitor an individuals own voice and the movements of their speech muscles, and a motor system that builds and reads out learned motor patterns. The investigators are studying how these systems work together and how they differ across individuals.\n\nInvestigators will test 90 adults between 18 and 50 years old, including people who stutter, people with dyslexia, and people with typical speech and reading development. Participants will complete several short speech tasks in which the sounds they hear or the movements of their jaw or larynx are briefly changed. These responses will be used to measure each person's speech motor skills and to estimate the settings of a computer model called \"SimpleDIVA,\" which simulates how the brain controls speech.\n\nParticipants will also complete an MRI scan so investigators can measure the structure and connectivity of different brain regions. These measures will help investigators understand how individual differences in the brain relate to the speech motor control skills we observe. Participants will also complete sessions with noninvasive brain stimulation (transcranial current stimulation, or tCS) to examine how stimulation of specific areas of the brain affects responses during the speech tasks.\n\nThe knowledge gained from this study will help researchers understand why speech motor skills vary across people and how differences in neural function may contribute to conditions such as stuttering and dyslexia.",[67,27,68],"Stuttering, Developmental","Healthy Participants",[70,71,72,73,74,27],"Stuttering Developmental","Magnetic Resonance Imaging","Speech Motor Learning","Speech Disorders","Neurocomputational Modeling","2026-07-20",{"date":77,"type":43},"2026-07-21",{"date":79,"type":43},"2026-06-12",{"date":81,"type":21},"2030-03",{"name":83,"class":84},"Boston University Charles River Campus","OTHER",2,{"id":87,"slug":88,"hasResults":11,"nctId":89,"briefTitle":90,"officialTitle":91,"acronym":4,"eligibilityCriteria":92,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":93,"enrollmentInfo":94,"targetDuration":4,"studyType":22,"phases":96,"briefSummary":97,"conditions":98,"keywords":4,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":99,"lastUpdatePostDateStruct":100,"startDateStruct":102,"completionDateStruct":104,"leadSponsor":106,"locationsCount":51},"100647449","validating-a-neurocognitive-remediation-model-for-visual-attentional-pathway-in-chinese-developmental-dyslexia-100647449","NCT07707700","Validating a Neurocognitive Remediation Model for Visual-Attentional Pathway in Chinese Developmental Dyslexia","Testing the Visual-Attentional Pathway in Chinese Developmental Dyslexia: A Randomized Controlled Trial to Validate a Neurocognitive Cascade Model of Remediation","Inclusion Criteria:\n\n* Formal diagnosis of dyslexia by an educational or clinical psychologist using the Hong Kong Test of Specific Learning Difficulties in Reading and Writing (HKT-SpLD),39 with a literacy composite score at or below the 10th percentile.\n* Non-verbal IQ score ≥ 85 on Raven's Standard Progressive Matrices.\n* Normal or corrected-to-normal vision (both eyes logMAR 0.1 or better).\n\nExclusion Criteria:\n\nHistory of neurological or psychiatric disorders (e.g., epilepsy, psychosis).","10 Years",{"count":95,"type":21},76,[24],"Developmental dyslexia is a common and serious specific learning disability affecting up to one in eight children in Hong Kong, with profound consequences for academic success and personal well-being. For children learning to read the visually complex Chinese script, the challenge is particularly intense. A key research challenge is a long-standing \"chicken-and-egg\" debate: are weaknesses in the brain's fast-processing visual system (Magnocellular-Dorsal deficits) a cause of reading difficulties, or merely a consequence of limited reading practice? This uncertainty has constrained theoretical progress, creating a major barrier to developing effective, evidence-based support for struggling readers beyond traditional linguistic-based methods.\n\nThis project is designed to resolve this debate by directly testing if training a core visual-attentional skill can causally improve reading. The approach is built on investigator's strong pilot data, which established a novel \"Neurocognitive Cascade Model\": a framework suggesting that the integrity of foundational visual processing impacts reading through a sequential chain reaction flowing from visual attention to working memory.\n\nTo test the model, investigators will employ a rigorous, assessor-blind randomized controlled trial with 100 Cantonese-speaking children with developmental dyslexia. Participants will be randomly assigned to either an intervention group that plays action video games, scientifically proven to enhance visual attention, or an active control group that plays a different type of non-action, engaging game. This design allows investigators to isolate the specific impact of the visual-attentional training. The investigators will track changes at four time points-before, during, immediately after the intervention, and at a 6-month follow-up-using a multi-level assessment battery, including objective neural signals of visual processing, cognitive skills, and real-world reading performance measured with advanced eye-tracking technology.\n\nThis research will deliver new knowledge that is both scientifically and socially impactful. It will provide the first causal evidence for a visual-attentional pathway to reading remediation in Chinese developmental dyslexia, fundamentally shifting theoretical understanding of the disorder from a single, phonological deficit to a more comprehensive, multi-component model. The findings will have a significant translational impact, paving the way for innovative, non-reading-based interventions and new early screening tools. Ultimately, this project will offer a new, evidence-based approach to help children overcome the specific neurocognitive bottlenecks that hinder their ability to learn to read, with the potential to improve educational outcomes for a large and underserved population.",[27],"2026-07-12",{"date":101,"type":43},"2026-07-16",{"date":103,"type":43},"2026-01-01",{"date":105,"type":21},"2029-12-31",{"name":107,"class":84},"The Hong Kong Polytechnic University",{"id":109,"slug":110,"hasResults":11,"nctId":111,"briefTitle":112,"officialTitle":113,"acronym":114,"eligibilityCriteria":115,"healthyVolunteers":59,"sex":16,"minAge":60,"maxAge":116,"enrollmentInfo":117,"targetDuration":4,"studyType":22,"phases":118,"briefSummary":119,"conditions":120,"keywords":125,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":132,"lastUpdatePostDateStruct":133,"startDateStruct":135,"completionDateStruct":137,"leadSponsor":139,"locationsCount":51},"100634946","enhancing-letter-speech-sound-learning-and-reading-network-activation-with-transcranial-electrical-stimulation-100634946","NCT07546292","Enhancing Letter-Speech Sound Learning and Reading Network Activation With Transcranial Electrical Stimulation","Transcranial Electrical Stimulation and the Reading Brain: Toward Novel Interventions for Reading Impairments","LexiStim","Inclusion Criteria:\n\n* Age 18-35\n* All genders\n* Written informed consent by the participant\n* German speaking (native)\n* Right-handed\n\nExclusion Criteria:\n\n* Diagnoses of neurological disorders, intellectual disabilities, or psychiatric disorders (We do not exclude participants with common comorbidities of dyslexia, specifically dyscalculia, Attention Deficit\u002FHyperactivity Disorder, or Autism Spectrum Disorders)\n* History of any acquired brain damage or evidence of fetal alcohol syndrome\n* Hearing problems and vision problems that cannot be corrected\n* Inability to follow procedures or understand the instructions given in (Swiss-)German\n* Current use of psychoactive medications or substances, or a history of substance abuse that may affect brain function, performance or MRI signal quality\n* A nonverbal IQ \\\u003C 80\n* Having previously participated in a transcranial electrical stimulation study\n* Knowledge to read or write in a language using foreign letters (i.e., different from the Latin alphabet)\n* Contraindications to brain stimulation or MRI, such as: History of epilepsy or severe migraine; Skull breach such as craniotomy; Wearing neurostimulators or cardiac pacemakers; Wearing hearing aid devices or cochlear implants, which are not MR safe; Having metal pieces in their body (e.g., piercings that cannot be removed and contain metal, screws or plates from surgical operations, wounds from metal splinters or similar); Claustrophobia or problems lying in the scanner (e.g., pain, anxiety); Previous surgery on the head or heart; Being pregnant (a pregnancy test will be conducted at the MR center before the measurement if a female participant suspects she might be pregnant or is uncertain about her pregnancy status according to the Swiss Ethics Leitlinie:\n\nhttps:\u002F\u002Fswissethics.ch\u002Fassets\u002Fpos\\_papiere\\_leitfaden\u002F20110906\\_kek\\_mri.pdf); Having problems lying still (strong cold, tremor, etc.); Wearing non-removable dental braces","35 Years",{"count":20,"type":21},[24],"This study investigates the effects of transcranial electrical stimulation (tES) on the brain and its potential to enhance reading-related learning. Adult participants with a range of reading abilities will receive transcranial random noise stimulation (tRNS) while they perform an artificial orthography learning task. This task simulates letter-speech sound learning, an important first step during reading acquisition known to be impaired in individuals with developmental dyslexia. The effects of the intervention will be assessed using both behavioral measures and functional magnetic resonance imaging (fMRI).",[121,122,27,123,124],"Dyslexia, Developmental","Reading","Learning","Learning Disabilities",[27,126,30,127,38,128,129,130,131],"tRNS","non-invasive brain stimulation","reading","functional magnetic resonance imaging","fMRI","audiovisual-learning","2026-05-19",{"date":134,"type":43},"2026-05-22",{"date":136,"type":43},"2026-04-23",{"date":138,"type":21},"2027-06",{"name":140,"class":84},"Silvia Brem",{"id":142,"slug":143,"hasResults":11,"nctId":144,"briefTitle":145,"officialTitle":146,"acronym":4,"eligibilityCriteria":147,"healthyVolunteers":11,"sex":16,"minAge":148,"maxAge":149,"enrollmentInfo":150,"targetDuration":4,"studyType":22,"phases":152,"briefSummary":153,"conditions":154,"keywords":157,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":163,"lastUpdatePostDateStruct":164,"startDateStruct":166,"completionDateStruct":168,"leadSponsor":170,"locationsCount":51},"100613151","dual-executive-function-training-package-100613151","NCT07262853","Dual Executive Function Training Package","Examining the Effectiveness of a Dual Executive Function Training Package: Protocol for a Randomised Controlled Trial","Inclusion Criteria:\n\n* aged between 6 and 11 years\n* studying at primary schools in HK\n* confirmed or suspected ADHD, ASD, or SpLD\n\nExclusion Criteria:\n\n* received executive function training\n* comorbid conditions","6 Years","11 Years",{"count":151,"type":21},288,[24],"Executive function (EF) refers to the cognitive processes that enable goal-directed regulation of thoughts, emotions, and behaviours. Two interrelated domains are commonly distinguished: \"cool\" EF, which involves abstract cognitive processes, and \"hot\" EF, which involves regulation in emotionally or motivationally charged contexts. Children with special educational needs (SENs) frequently show difficulties across both domains, yet most interventions target one in isolation. The present study aims to evaluate the effectiveness of a dual EF training package for three of the most prevalent SENs groups: attention-deficit\u002Fhyperactivity disorder (ADHD), specific learning difficulties (SpLD), and autism spectrum disorder (ASD). A total of 288 primary school students aged 6-12 years with a diagnosis of ADHD, ASD, or SpLD will be recruited. Participants will be randomly assigned to either an intervention or waitlist control group, stratified by diagnosis. Each intervention group (n = 48) will receive the dual EF training programme, while corresponding waitlist controls (n = 48) will receive it after the study. Pre- and post-intervention assessments will include neuropsychological tests of EF, teacher- and parent-reported behavioural ratings, and measures of disability impact, school satisfaction, and social participation.",[155,27,156],"ADHD","Autism",[158,159,160,161,162],"Executive Functions","intervention","attention-deficit\u002Fhyperactivity disorder","specific learning difficulties","autism spectrum disorder","2025-11-23",{"date":165,"type":43},"2025-12-04",{"date":167,"type":43},"2025-10-13",{"date":169,"type":21},"2026-09-30",{"name":171,"class":84},"Education University of Hong Kong",{"id":173,"slug":174,"hasResults":11,"nctId":175,"briefTitle":176,"officialTitle":176,"acronym":177,"eligibilityCriteria":178,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":179,"enrollmentInfo":180,"targetDuration":4,"studyType":22,"phases":182,"briefSummary":183,"conditions":184,"keywords":4,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":185,"lastUpdatePostDateStruct":186,"startDateStruct":188,"completionDateStruct":190,"leadSponsor":192,"locationsCount":51},"100515821","evaluation-of-speech-rhythm-training-in-dyslexic-readers-aged-7-to-9-years-100515821","NCT05996497","Evaluation of Speech Rhythm Training in Dyslexic Readers Aged 7 to 9 Years","RnDys","Inclusion Criteria:\n\n* between 7 and 9 years old\n* in regular schooling\n* have a diagnosis of dyslexia\n* have a non-verbal intelligence assessment within the norm. Inclusion assessments must show a major reading disability without associated cognitive deficits.\n* be equipped with a PC at home\n* have given their assent and whose parents\u002Flegal guardians have given their oral consent\n\nExclusion Criteria:\n\n* have any other diagnosis of language impairment\n* have a neurological disorder (visual, auditory, executive)\n* have an associated psychiatric disorder\n* have a developmental delay.","9 Years",{"count":181,"type":21},160,[24],"Studies of dyslexia have shown altered oscillatory activity in the low gamma band (\\~25-35 Hz) in the left auditory cortex. Neural oscillations around 30 Hz constitute the basic sampling rate of speech, from which the ability to form specific phonemic categories on which reading learning is based is derived. An alteration of the oscillatory activity at 30 Hz could therefore influence the ability of children to learn to read, and explain the reading deficit observed in children with a specific written language disorder. The objective of our study is to determine whether intensive rhythmic auditory stimulation applied during 30 sessions of 15 minutes spread over 6 weeks (5 sessions per week) can correct neural oscillations in the gamma-low band, allowing an improvement of phonemic categorization abilities, and thus the reading abilities of dyslexic readers aged 7 to 9 years. The long-term objective of this study is to test the therapeutic potential of auditory stimulation with speech rhythms for the treatment of reading disorders.",[27],"2025-02-28",{"date":187,"type":43},"2025-03-03",{"date":189,"type":43},"2023-10-05",{"date":191,"type":21},"2026-07-01",{"name":193,"class":50},"Institut Pasteur",{"id":195,"slug":196,"hasResults":11,"nctId":197,"briefTitle":198,"officialTitle":199,"acronym":4,"eligibilityCriteria":200,"healthyVolunteers":59,"sex":16,"minAge":179,"maxAge":93,"enrollmentInfo":201,"targetDuration":4,"studyType":203,"phases":4,"briefSummary":204,"conditions":205,"keywords":4,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":207,"lastUpdatePostDateStruct":208,"startDateStruct":210,"completionDateStruct":212,"leadSponsor":214,"locationsCount":4},"100580347","reading-and-stuttering-100580347","NCT06836115","Reading and Stuttering","Reading Problems and Stuttering","Inclusion Criteria:\n\n* children with stuttering\n\nExclusion Criteria:\n\n* children with delayed language development",{"count":202,"type":21},200,"OBSERVATIONAL","Dyslexia is a common neurodevelopmental condition, which manifests itself in the form of reading difficulties and occurs in 7-10% of the population (Peterson \\& Pennington, 2012).\n\nAs for dyslexia, it is one of the most common learning disorders and the most common cause of difficulties with reading, writing, and spelling. The global prevalence of dyslexia is estimated to be between 5% and 10% of the population, but it may be as high as 17% (Sprenger-Charolles et al., 2011). Stuttering is a speech disorder characterized by involuntary, audible, or silent repetitions or prolongations of sounds or syllables, along with disturbances in the fluency of verbal phrases.Stuttering and dyslexia are two processing deficits that have an impact on a person's social and academic lives, especially as they usually affect the pediatric population more than adults. Even though they affect different domains, they have similar characteristics in their pathogenesis, epidemiology, and impact on life (Algaidy et al., 2023). The aim of the study will be to identify the prevelance of dyslexia in developmental stuttering.",[27],"NOT_YET_RECRUITING","2025-02-15",{"date":209,"type":43},"2025-02-20",{"date":211,"type":21},"2025-02-25",{"date":213,"type":21},"2025-05-01",{"name":215,"class":84},"Wafaa Helmy Abdelhakeem",{"id":217,"slug":218,"hasResults":11,"nctId":219,"briefTitle":220,"officialTitle":221,"acronym":4,"eligibilityCriteria":222,"healthyVolunteers":59,"sex":16,"minAge":223,"maxAge":4,"enrollmentInfo":224,"targetDuration":4,"studyType":22,"phases":226,"briefSummary":227,"conditions":228,"keywords":232,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":243,"lastUpdatePostDateStruct":244,"startDateStruct":246,"completionDateStruct":247,"leadSponsor":249,"locationsCount":4},"100578227","paiact-ai-driven-act-chatbot-for-mental-health-triage-and-service-evaluation-100578227","NCT06808555","Pai.ACT: AI-Driven ACT Chatbot for Mental Health Triage and Service Evaluation","Pai.ACT: An Artificial Intelligence-Driven Chatbot-Assisted ACT Mobile Platform With Mental Health Triage - A Randomized Controlled Trial and Regional Service Evaluation","Inclusion Criteria:\n\nThe participants of the study are primary caregivers, specifically parents, must be Cantonese-speaking residents of Hong Kong.\n\nEligible parents are required to cohabitate with a child aged 2 to 9 years who has either a confirmed or suspected diagnosis of a neurodevelopmental condition, including Autism Spectrum Disorder (ASD), Attention-Deficit\u002FHyperactivity Disorder (ADHD), or Developmental Delay (DD). These conditions must be recognised by the Child Assessment Service of the Department of Health and meet the diagnostic criteria specified in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). The diagnosis or suspected diagnosis must be formally documented in the child's case profile maintained at the collaborating non-governmental organisations.\n\nExclusion Criteria:\n\n* Parents diagnosed with severe mental illnesses.\n* Pregnant parents or those less than six months postpartum.\n* Parents with a developmental disability that impairs their ability to understand the program's content.\n* Parents with cognitive, language, communication, visual, or hearing impairments that could hinder their comprehension of the intervention content.\n* Parents actively participating in other psychosocial, psychoeducational, or parenting interventions.","19 Years",{"count":225,"type":21},340,[24],"Parents of children with special needs in Hong Kong often face limited psychological support, which can negatively impact the child rehabilitation process and the well-being of parent-child relationships. To address this gap, we have developed Pai.ACT, the first deep learning-based mental health advisory system for parents.\n\nPai.ACT features an AI chatbot that integrates the counselling principles of Acceptance and Commitment Therapy (ACT) through natural language processing, providing parents with a human-like voice-to-text experience. Using data from chatbot interactions, the Pai.ACT platform offers assessments regarding the individual's psychological inflexibility status and delivers stratified mental health interventions by:\n\n* Low-risk: Users access self-help ACT digital modules tailored to their specific psychological inflexibility processes.\n* Moderate-risk: In addition to the self-help modules, users receive 4-6 sessions of video-conferencing-based ACT interventions (45-60 minutes per session) conducted by our trained counseling team.\n* High-risk: Users are directed to specialized mental health services provided by collaborating units.\n\nThe study includes a regional randomised controlled trial (RCT) in Hong Kong's Sha Tin District, in collaboration with the Shatin District Office. The goal of this regional study is to evaluate the feasibility, acceptability, and potential efficacy of combining AI-driven mental health support across all of Hong Kong. Focus group interviews will also explore parents' perceptions of Pai.ACT and help identify the most effective service model for scaling its use.\n\nPai.ACT provides accessible and comprehensive mental health services to Chinese-speaking parents, helping to alleviate the psychological burden of caregiving. By integrating mental health support with child rehabilitation services and non-governmental organisations, Pai.ACT has the potential to enhance family caregivers' well-being, reduce stigma associated with special needs children, and promote more significant mental health awareness in Chinese-speaking communities.",[229,230,231,27],"Autism Spectrum Disorder","Attention Deficit Disorder With Hyperactivity (ADHD)","Neurodevelopmental Disorder (Diagnosis)",[233,234,235,236,237,238,239,240,241,242],"Smartphone-delivered Therapy","Deep learning","Acceptance and Commitment Therapy","Parents","Children with Special Needs","Parental Support","Artificial Intelligence in Healthcare","Psychological Interventions","Parenting Stress","Regional Randomized Controlled Trial","2025-02-10",{"date":245,"type":43},"2025-02-12",{"date":243,"type":21},{"date":248,"type":21},"2027-02-28",{"name":250,"class":84},"Chinese University of Hong Kong",{"id":252,"slug":253,"hasResults":11,"nctId":254,"briefTitle":255,"officialTitle":256,"acronym":257,"eligibilityCriteria":258,"healthyVolunteers":59,"sex":16,"minAge":259,"maxAge":260,"enrollmentInfo":261,"targetDuration":4,"studyType":203,"phases":4,"briefSummary":263,"conditions":264,"keywords":269,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":273,"lastUpdatePostDateStruct":274,"startDateStruct":276,"completionDateStruct":278,"leadSponsor":280,"locationsCount":51},"100499253","a-game-based-neurodevelopmental-assessment-for-young-children-100499253","NCT05780853","A Game-based Neurodevelopmental Assessment for Young Children","Evaluation of a Novel Game-based Neurodevelopmental Assessment for Young Children","BRIGHTEN","Inclusion Criteria:\n\n* 3 to 8 year old 'typically' developing children with no known neurodevelopmental disorder.\n\nOR\n\n* 3 to 8 year old children with a diagnosed neurodevelopmental disorder, including Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Specific Learning Disorder, or a Communication Disorder.\n\nAll parents\u002Fcaregivers and children must have a minimum level of English fluency required to complete the parent questionnaire and the game-based assessment.\n\nExclusion Criteria:\n\n* Children with medical comorbidities, a chronic illness or any additional diagnoses that would impact their ability to complete the game-based assessment.","3 Years","8 Years",{"count":262,"type":21},590,"The aim of this study is to evaluate a novel tablet game-based neurodevelopmental assessment tool for young children aged 3 to 8 years old.\n\nThe study's main aims are: (1) to determine whether the novel tablet-game based assessment tool can accurately differentiate children's neurodevelopmental status based on their performance on the game and (2) assess the validity of the game-based neurodevelopment assessment tool.\n\nThe study aims to recruit 590 children who are 'typically' developing and\u002For have a diagnosed neurodevelopmental disorder including Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Specific Learning Disorder, or a Communication Disorder.\n\nAll participants will complete the tablet game-based assessment which aims to assess a range of neuropsychological functions including attention, memory, language, motor, executive functions and social-emotional skills. Parents\u002Fcarers of participants will also complete a demographic questionnaire and the Adaptive Behaviour System - Third Edition (ABAS-3), which is a questionnaire that assesses a child's development. Some participants will be re-tested on the tablet game-based assessment approximately 2 weeks after the first tablet game-based assessment to ensure the game's validity.",[265,229,266,27,267,268],"Neurodevelopmental Disorders","Attention Deficit Hyperactivity Disorder","Specific Learning Disorder","Child Development",[270,271,272],"Diagnostic test","Neurodevelopment","Medical technology","2024-07-24",{"date":275,"type":43},"2024-07-25",{"date":277,"type":43},"2023-01-30",{"date":279,"type":21},"2026-06-30",{"name":281,"class":50},"Brightlobe Limited",{"id":283,"slug":284,"hasResults":11,"nctId":285,"briefTitle":286,"officialTitle":286,"acronym":4,"eligibilityCriteria":287,"healthyVolunteers":11,"sex":16,"minAge":288,"maxAge":289,"enrollmentInfo":290,"targetDuration":4,"studyType":22,"phases":292,"briefSummary":293,"conditions":294,"keywords":4,"overallStatus":206,"whyStopped":4,"lastUpdateSubmitDate":295,"lastUpdatePostDateStruct":296,"startDateStruct":297,"completionDateStruct":299,"leadSponsor":301,"locationsCount":4},"100552958","a-strength-based-intervention-to-improve-job-interview-skills-in-neurodiverse-young-adults-100552958","NCT06479850","A Strength-Based Intervention to Improve Job Interview Skills in Neurodiverse Young Adults","Inclusion Criteria:\n\n* Lives in the United States of America\n* Between the ages of 14-26 Speaks English well\n* At a 4th grade reading level\n\nExclusion Criteria:\n\n* Had a stroke, Traumatic Brain Injury, or neurological injury or disease in the past(like brain tumor or epilepsy)\n* Has a history of significant psychiatric illness(like schizophrenia or psychosis)\n* Has uncontrolled seizures or other unstable medical complications","14 Years","26 Years",{"count":291,"type":21},50,[24],"the investigators are looking to evaluate the effectiveness of a strength-based program in improving job interview skills in neurodiverse young adults. This program is designed to help participants understand and speak to others about their personal qualities and abilities. The investigators are examining the effects of this program in young adults who may have difficulty with job interviews, and who may want to improve these skills. Some of these young adults have received special education services in the past for learning differences, such as attention deficit hyperactivity disorder (ADHD) or dyslexia.",[155,27,124],"2024-07-22",{"date":273,"type":43},{"date":298,"type":21},"2024-08-01",{"date":300,"type":21},"2025-12-01",{"name":302,"class":84},"Kessler Foundation"]