Cerebral Palsy (CP)
Conditions
Brief summary
Cerebral Palsy (CP) or Developmental Coordination Disorder (DCD) leads to motor troubles impacting the everyday life, social participation and academic difficulty . According to some authors, CP and DCD pertain to a same continuum of motor disorders (MD) (Pearsall-Jones et al., 2010).Those children show an alteration in Perceptivo-Motor Procedural Learning (PMPL), corresponding to the acquisition of everyday life skill (for CP: Gagliardi et al., 2011; Gofer-Levi et al., 2013; for DCD: Gheysen et al., 2011; Blais et al., 2018). Also, recommended rehabilitation for this population are based on procedural learnings (for CP: Novak et al., 2013; for DCD: Blank et al., 2019; Inserm, 2019). It's true for dancing which present high evidence to enhance motor, cognitive, psychoaffective and social functions of this children (Cherriere, Martel, et al., 2020; Cherriere, Robert, et al., 2020). Dance is a physical activity that involve procedural learning to memorise movement sequences (choreography). Rhythm can be define as a stimuli repetition at a regular interval (Grahn & Brett, 2007; Patel, 2003). Recently studies tend to shown that rhythm is essential to enhance motor control and procedural learning (Ghai et al., 2022; Lagarrigue et al., 2021). To validate this hypothesis, the investigators will evaluate typical development children and children with CP MD learning of a dance choreography with and without rhythm.
Interventions
BEHAVIORALWith regular rhythm
All children learn one dance choreographie with regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.
BEHAVIORALWithout regular rhythm
All children learn one dance choreographie without regular rhythm music.The pre-recorded choreography is displayed on a large screen in front of the child. The child practices the choreography by imitating the models in order to learn the sequence movements.
Sponsors
University Hospital, Toulouse
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
BASIC_SCIENCE
Masking
DOUBLE (Subject, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
8 Years to 16 Years
Healthy volunteers
Yes
Inclusion criteria
For all the participants: * Aged from 8 to 16 include. * Free, informed, written, and signed consent of the holders of parental authority * Free and informed consent of the minor * Affiliation with or benefiting from a social security scheme. * Ability to understand the instructions (investigator's assessment) For the participant with Motor disorders (MD): 1. For children with CP: * CP diagnosis * Gross Motor Function Classification System level between I to IV. * Manual Ability Classification System level between I to IV. 2. For children with DCD: * A diagnosis of DCD For the participant with typical development: * No CP diagnosis * No neurological trouble nor functional disfunction including developmental coordination disorder.
Exclusion criteria
* -Autism spectrum disorder diagnosed according to the DSM-5 (APA, 2015) * Hearing deficiency diagnosed according to the DSM-5 (APA, 2015) or uncorrected hearing deficiency that doesn't allows the participant to hear a music with a sound level between 45 and 70 decibels. * Visual deficiency diagnosed according to the DSM-5 (APA, 2015) * Intellectual developmental disorder diagnosed according to the DSM-5 (APA, 2015) * Behavioural disorders diagnosed according to the DSM-5 (APA, 2015) * Diagnosed epilepsia * Pregnancy (check in young pubescent and sexually active women) or breastfeeding. * Children already include in ongoing interventional study. * Children with both parent who benefit of legal protection (guardianship, curatorship, safeguard of justice).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Retention score of the choreography | Day 0 | Number of movements in the choreography performed correctly and in order after practice is analysed by video using a standardised observation grid scored independently and blind to the condition by two trained judges. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| the effect of regular rhythm on Perceptivo-Motor Procedural Learning (PMPL) | Day 0 | The PMPL is measured by an informatised and standardised test (EVAL\_App\_Kids test) |
| the effect of regular rhythm on sensorimotor function | Day 0 | the effect is measured by rhythm perception and production task |
| the effect of regular rhythm on cognitive function | Day 0 | the effect is measured by informatised test on attention and executive function |
| the effect of regular rhythm on psychoaffective function | Day 0 | the effect is measured by Intrinsic Motivation Inventory questionnaire (IMI) |
Countries
France
Contacts
Primary ContactDavid GASQ, MD
Backup ContactJessica TALLET, PhD
Outcome results
None listed