{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T18:01:08Z","timestamp":1792519268609,"version":"4.5.0"},"reference-count":43,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2020,12,25]],"date-time":"2020-12-25T00:00:00Z","timestamp":1608854400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2021,9]]},"abstract":"<jats:p>Children with dyslexia are at elevated risk of internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine\u2010week socioemotional well\u2010being programme developed specifically for upper primary school children with dyslexia. In a small randomized\u2010controlled trial, we tested the feasibility, efficacy, and acceptability of the Clever Kids programme.<\/jats:p>\n                  <jats:p>\n                    \u2018Forty children (\n                    <jats:italic>M<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    \u00a0=\u00a010.45\u00a0years, 65% male) with clinically diagnosed dyslexia too part in the study. Children were randomized to either attend Clever Kids (\n                    <jats:italic>n<\/jats:italic>\n                    \u00a0=\u00a020) or to a wait\u2010list control condition (\n                    <jats:italic>n<\/jats:italic>\n                    \u00a0=\u00a020). Coping skills, self\u2010esteem, resilience, emotion regulation, and internalizing and externalizing symptoms were measured at pre\u2010programme, post\u2010programme, and at three\u2010month follow\u2010up.\n                  <\/jats:p>\n                  <jats:p>\n                    Recruitment and retention rates indicate high feasibility for further evaluation of the programme. There was a significant interaction between intervention condition and time for non\u2010productive coping [\n                    <jats:italic>F<\/jats:italic>\n                    (2, 76)\u00a0=\u00a04.29,\n                    <jats:italic>p<\/jats:italic>\n                    \u00a0=\u00a00.017,\n                    <jats:italic>f<\/jats:italic>\n                    <jats:sup>2<\/jats:sup>\n                    \u00a0=\u00a00.11]. Children who attended Clever Kids significantly reduced their use of non\u2010productive coping strategies, and this was maintained at three\u2010month follow\u2010up assessment. For all other outcomes, the interactions between intervention condition and time were non\u2010significant. The programme appears acceptable to children with dyslexia and their families, but may be improved by further reducing the number of activities involving reading and writing.\n                  <\/jats:p>\n                  <jats:p>Clever Kids improved the coping skills of children with dyslexia; however, a larger trial is needed to replicate this finding and investigate whether programme attendance is associated with additional improvements in children\u2019s socioemotional well\u2010being.<\/jats:p>","DOI":"10.1111\/bjep.12401","type":"journal-article","created":{"date-parts":[[2020,12,26]],"date-time":"2020-12-26T02:38:36Z","timestamp":1608950316000},"page":"950-971","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["Piloting \u2018Clever Kids\u2019: A randomized\u2010controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well\u2010being programme for children with dyslexia"],"prefix":"10.1111","volume":"91","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5420-8606","authenticated-orcid":false,"given":"Mark E.","family":"Boyes","sequence":"first","affiliation":[{"name":"School of Psychology Curtin University Perth Western Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Suze","family":"Leit\u00e3o","sequence":"additional","affiliation":[{"name":"School of Occupational Therapy, Social Work and Speech Pathology Curtin University Perth Western Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mary","family":"Claessen","sequence":"additional","affiliation":[{"name":"School of Occupational Therapy, Social Work and Speech Pathology Curtin University Perth Western Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Peta","family":"Dzidic","sequence":"additional","affiliation":[{"name":"School of Psychology Curtin University Perth Western Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nicholas A.","family":"Badcock","sequence":"additional","affiliation":[{"name":"School of Psychological Science University of Western Australia Perth Western Australia Australia"},{"name":"Department of Cognitive Science Macquarie University Sydney New South Wales Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mandy","family":"Nayton","sequence":"additional","affiliation":[{"name":"School of Occupational Therapy, Social Work and Speech Pathology Curtin University Perth Western Australia Australia"},{"name":"The Dyslexia\u2010SPELD Foundation Perth Western Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,12,25]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.318"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10802-005-1828-9"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2018.06.009"},{"key":"e_1_2_8_6_1","doi-asserted-by":"crossref","first-page":"47","DOI":"10.53841\/bpsecp.2012.29.1.47","article-title":"The impact of risk and resiliency factors on the adjustment of children after the transition from primary to secondary school","volume":"29","author":"Bailey S.","year":"2012","journal-title":"Educational and Child Psychology"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.18637\/jss.v067.i01"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0954579400007264"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1531"},{"key":"e_1_2_8_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/ap.12409"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/ap.12281"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1002\/jts.20271"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00366.x"},{"key":"e_1_2_8_15_1","doi-asserted-by":"publisher","DOI":"10.1080\/19404158.2020.1734952"},{"key":"e_1_2_8_16_1","doi-asserted-by":"publisher","DOI":"10.1097\/00004583-199903000-00014"},{"key":"e_1_2_8_17_1","volume-title":"Statistical power analysis for the behavioral sciences","author":"Cohen J.","year":"1988"},{"key":"e_1_2_8_18_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.101.3.393"},{"key":"e_1_2_8_19_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0887-6185(99)00039-0"},{"key":"e_1_2_8_20_1","doi-asserted-by":"publisher","DOI":"10.3758\/BF03193146"},{"key":"e_1_2_8_21_1","volume-title":"). 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