Cerebral Palsy, Diplegia, Hemiplegic Cerebral Palsy, Physical Disability, Participation, Patient, Activity, Motor
Conditions
Keywords
cerebral palsy, dual-task training, activity, participation
Brief summary
There are studies investigating the dual-task effect in sitting, standing up without sitting and walking in children with spastic CP. Some of these studies investigated motor-motor, some of them motor-cognitive dual-task states, and children with CP were compared to typically developing children. In all these studies, it is clearly seen that children with CP have more dual-task complexities than their typically developing peers. Some of these studies draw attention to dual-task education in children with CP. However, other than a randomized controlled study and a case report in the literature, we did not find any studies investigating the effectiveness of dual-task training in children with CP. When the literature is examined in detail, there is no study that examines the effect of dual-task exercise programs on walking activities and children's participation in daily life in children with CP. This study has been planned based on this deficiency in the literature. Based on ICF, This study has been planned dual-task training for children with CP.
Interventions
OTHERdual-task training
dual-task training
Sponsors
Sema BÜĞÜŞAN ORUÇ
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
7 Years to 18 Years
Healthy volunteers
No
Inclusion criteria
* Being diagnosed with cerebral palsy, * Having spastic type unilateral and bilateral involvement, * Being between the ages of 7-18, * Being GMFCSS Level I and Level II, * Continuing normal education (not being a mainstreaming student), * Not having any surgical operation involving the musculoskeletal system in the last 6 months, * Not having Botulinum Toxin application in the last 6 months.
Exclusion criteria
* Failing to accomplish the cognitive task (starting from a number between 0-100 and not counting back 1 each) * Being a behavioral problem that makes it difficult to participate in the study, * Inability to walk without support
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| 10m walking test | 5 min | 10m walking test (the speed of gait is measured) |
| 10m walking test with dual-task | 5 min | 10m walking test with dual-task (the speed of gait is measured) (dual- task is counting backwards) |
| 10m backward walking test | 5 min | 10m backward walking test (the speed of gait is measured) |
| 10m backward walking test with dual-task | 5 min | 10m backward walking test with dual-task (the speed of gait is measured) (dual- task is counting backwards) |
| balance | 15 min | Balance skills of participators are assessed with 'Pediatric Berg Balance' . |
| participation of daily life | 15 min | Participation of daily life of children are assessed with PODCI questionnaire. |
| Visual Gait Assessment | 10 min | Participators' positions of joints are assessed with Edinburg Visual Score. Children walked 10m walking pathway. The camera records were frontside, backward, and laterals. |
Countries
Turkey (Türkiye)
Outcome results
None listed