ArticlePloS one2025
The Dino Study: Rationale and protocol for a randomized controlled trial of the Incredible Years Dinosaur Program with daily assessments.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. It is linked to trial NCT07051642 (The Dino Study), which is not on this map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Dino Study: Rationale and Study Protocol for a Randomized Controlled Trial Evaluating the Incredible Years Dinosaur Program With Daily Assessments
Who cites it
1 citing paper in PubMed.
- Article
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundChildren with conduct problems vary considerably in how they respond to behavioral interventions. Although group-based, child-focused programs are increasingly implemented, research still relies on retrospective parent or teacher reports and group-level outcomes. These traditional approaches often obscure individual differences in treatment response and reduce the potential for individualized behavioral support tailored to each child's unique profile. The Dino Study-Daily Intervention-based research on Nurturing Opportunities-introduces the Incredible Years Dinosaur Program in the Netherlands for children aged 4-8 with conduct problems. This evidence-based program, grounded in cognitive-behavioral principles, aims to strengthen children's emotional regulation, social skills, and problem-solving through structured, play-based group sessions. However, little is known about mechanisms of change in children's daily life, particularly how emotional and behavioral improvements unfold within and across individual children during intervention. This study evaluates the program's effectiveness in reducing externalizing behavior and promoting cognitive and prosocial functioning, and explores daily variability in children's emotional and behavioral responses using a daily diary design.
methodsThis protocol outlines a randomized controlled trial with a waitlist control condition. A total of 120 children will be randomly assigned (1:1) to the intervention or waitlist group. Participants will be recruited via professional institutions and primary schools in both preventive and clinical contexts. In addition to pre- and post-assessments, Intensive Longitudinal Data (ILD) will be collected to capture daily fluctuations in mood, behavior, and family interactions before, during, and after the intervention. This design enables analysis of group-level effects as well as intra-individual change patterns. EXPECTED OUTCOMES: Findings will offer novel insights into how children respond individually to structured interventions in real-life settings and inform more personalized, ecologically valid approaches to early behavioral support.
trial registrationClinicalTrials.gov (NCT07051642).
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.