After completion of the initial assessments, the intervention group received 3 sessions per week of creative dance training for 4 weeks (12 sessions), with each session lasting approximately 40 minutes. The creative dance training took place in a 40-square-metre mirrored hall with a tatami mat on the floor. The training was conducted individually for each child in the IG. Different children's songs were selected for each session in harmony with the rhythm of the dance movements. In each session, 10 minutes of warm-up movements and 20 minutes of creative dance training were conducted, accompanied by songs. Meanwhile, materials such as spiky and heavy balls, ribbons, rhythm sticks and holihop were included in the application.

The creative dance training was planned by diversifying the 8 movement models (breath, tactile, core-distal, head-tail, upper-lower, body side, cross lateral and vestibular) of "Brain Dance", which is a part of creative dance (Gilbert, 2002,2015).

After completion of the initial assessments, the intervention group received 3 sessions per week of creative dance training for 4 weeks (12 sessions), with each session lasting approximately 40 minutes. The creative dance training took place in a 40-square-metre mirrored hall with a tatami mat on the floor. The training was conducted individually for each child in the IG. Different children's songs were selected for each session in harmony with the rhythm of the dance movements. In each session, 10 minutes of warm-up movements and 20 minutes of creative dance training were conducted, accompanied by songs. Meanwhile, materials such as spiky and heavy balls, ribbons, rhythm sticks and holihop were included in the application.

The creative dance training was planned by diversifying the 8 movement models (breath, tactile, core-distal, head-tail, upper-lower, body side, cross lateral and vestibular) of "Brain Dance", which is a part of creative dance (Gilbert, 2002,2015).

Bruininks-Oseretsky Test of Motor Proficiency Second Edition Brief Form, (BOT-2 SF) was used to assess the motor functions of the participants. BOT2- SF consists of eight subdomains, including fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, upper limb coordination, strength, speed and agility, and includes a total of 12 items (Bruininks, 2010). The test takes 15-20 minutes to complete. The higher score obtained from the test indicates a better performance in motor competence, and the highest score that can be obtained from the test is 72 points (Bruininks, 2010). The Turkish validity and reliability study of the BOT2-SF was conducted by Köse et al. (2018) on children with specific learning difficulties.

Executive Function and Occupational Routines Scale (EFORTS) was used to assess participants' executive functions. EFORTS is a 30-item scale that measures the child's daily routine and consists of three factors: morning and evening routines, play and leisure routines, and social routine (Frisch & Rosenblum, 2014). It is completed by the family and rated on a 1-5 Likert scale. A high score on each item indicates that the child performs better in an occupation that requires executive functions. The Turkish validity and reliability study was conducted by Akyürek and Bumin (2017).