Cerebral Palsy, Hypotonia, Metabolic Disease, Traumatic Brain Injury
Conditions
Keywords
posture, trunk control, assistive device
Brief summary
This study evaluates the effect of optimizing trunk support based on segmental principles of trunk control, on academic engagement of children in academic settings.
Detailed description
Head and trunk posture control are foundational skills, impacting vision, communication, swallowing, eating, reaching, and gait. Vision, communication and upper extremity skills are critical for participation in educational settings. From an academic point of view, participants with poor trunk stability have difficulties staying erect and keeping their head and trunk steady. This interferes with concentration, reduces ability and aptitude for learning and can lead to fatigue and reduced time on task. Examination of the effect of optimal trunk support may yield critical information regarding academic engagement in children with moderate to severe disability. The investigators propose to facilitate use of a segmental approach by physical and occupational therapists in educational settings. Activities will include identifying level of trunk control and applying segmental principles to adapt participant's positioning devices for optimal function.
Interventions
DEVICEcustomized posture support
We will provide customized modifications for seated or standing or walking devices based on the child's segmental level of control
Sponsors
University of Hartford
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
Single Subject Research Design
Eligibility
Sex/Gender
ALL
Age
3 Months to 21 Years
Healthy volunteers
No
Inclusion criteria
* Referral from physical, occupational or speech therapist working in Hartford Public School District or Connecticut Birth to Three, * Segmental deficit in trunk control as measured by Segmental Assessment of Trunk Control * parent or guardian consent that includes permission for video data collection and sharing of IEP (individualized education plan) or IFSP (individualized family support plan).
Exclusion criteria
* pain that interferes with positioning, * impending surgery that will result in extended absence from school
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Video Behavior Coding of time on task for selected IEP or IFSP goals. | On day 1 and one additional date at least 3 weeks later. | Frequency and duration of 'on task' behavior will be coded for 2 or 3 of the child's existing education goals under two conditions, when child is in usual positioning equipment and in segmentally optimized equipment. Goals of interest reflect motor behaviors that promote task performance or interaction. These include 1) eye gaze (at people or objects), 2) reaching, 3) object manipulation, 4) head turning and 5) making choices (using eye gaze or reach). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in vertical alignment of head | On the day 1 and one additional date at least 3 weeks later. | frequency and duration of upright 'head position' will be coded for 2 or 3 of the child's existing education goals under two conditions, when child is in usual positioning equipment and in segmentally optimized equipment. |
| parent, teacher or aide device use record | from day 1 to second session at least 3 weeks later) | frequency and duration of device use and comments about child and teachers response to using the device. |
Countries
United States
Outcome results
None listed