Effect of task-oriented training and high-variability practice on gross motor performance and activities of daily living in children with spastic diplegia
[Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor perfo...
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| Published in | Journal of Physical Therapy Science Vol. 28; no. 10; pp. 2843 - 2848 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Japan
The Society of Physical Therapy Science
01.10.2016
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0915-5287 2187-5626 2187-5626 |
| DOI | 10.1589/jpts.28.2843 |
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| Abstract | [Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice. |
|---|---|
| AbstractList | Purpose: This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. Subjects and Methods: This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. Results: There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. Conclusion: Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice. [Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice. [Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice. [Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice.[Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice. |
| Author | Ahn, So-Yoon Kwon, Hae-Yeon |
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| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/27821947$$D View this record in MEDLINE/PubMed |
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| Cites_doi | 10.1007/BF02731117 10.5535/arm.2012.36.2.233 10.1097/01.PEP.0000068117.48023.18 10.5014/ajot.57.3.329 10.1111/j.1469-8749.2009.03490.x 10.1111/j.1365-2923.2009.03421.x 10.1191/026921501670159475 10.1016/S1053-8100(03)00005-9 10.1542/peds.109.2.e36 10.1097/NPT.0b013e31815d00d5 10.3310/hta12300 10.1053/apmr.2001.22336 10.1589/jpts.25.947 10.1191/0269215503cr584oa 10.1111/j.1469-8749.2007.tb12610.x 10.1310/BQM5-6YGB-MVJ5-WVCR 10.1097/01.phm.0000233179.64769.8c 10.1097/PHM.0b013e31802b8f8d 10.1007/s00221-002-1189-3 10.1016/S0387-7604(00)00200-X 10.1080/00222890109603146 |
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| Copyright | 2016 by the Society of Physical Therapy Science. Published by IPEC Inc. 2016©by the Society of Physical Therapy Science. Published by IPEC Inc. 2016 |
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| Keywords | Task-oriented training High-variability practice Spastic diplegia |
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| References | 18) Siri M, Ann-Krstin G, Beatrix V, et al.: Relationship between body functions and upper extremity activity in children with cerebral palsy. J Dev Med Child Neurol, 2010, 52: 29–34. 7) Bayona NA, Bitensky J, Salter K, et al.: The role of task-specific training in rehabilitation therapies. Top Stroke Rehabil, 2005, 12: 58–65. 21) French B, Leathley M, Sutton C, et al.: A systematic review of repetitive functional task practice with modelling of resource use, costs and effectiveness. Health Technol Assess, 2008, 12: iii, ix–x, 1–117. 5) Kim Y, Lee BH: Clinical usefulness of child-centered task-oriented training on balance ability in cerebral palsy. J Phys Ther Sci, 2013, 25: 947–951. 19) van der Dussen L, Nieuwstraten W, Roebroeck M, et al.: Functional level of young adults with cerebral palsy. Clin Rehabil, 2001, 15: 84–91. 20) Latash ML, Kang N, Patterson D: Finger coordination in persons with Down syndrome: atypical patterns of coordination and the effects of practice. Exp Brain Res, 2002, 146: 345–355. 17) Flynn S, Palma P, Bender A: Feasibility of using the Sony PlayStation 2 gaming platform for an individual poststroke: a case report. J Neurol Phys Ther, 2007, 31: 180–189. 4) Yokochi K: Gait patterns in children with spastic diplegia and periventricular leukomalacia. Brain Dev, 2001, 23: 34–37. 13) Boyce WF, Gowland C, Russell D, et al.: Consensus methodologies in the development and content validation of a gross motor performance measure. Phys Ther Can, 1993, 45: 94–100. 14) Ko J, Kim M: Inter-rater reliability of the K-GMFM-88 and the GMPM for children with cerebral palsy. Ann Rehabil Med, 2012, 36: 233–239. 23) Suzann KC, Robert JP, Margo NO: Physical therapy for children, 4th ed. Elsevier, 2012, p 601. 9) Franjoine MR, Gunther JS, Taylor MJ: Pediatric balance scale: a modified version of the berg balance scale for the school-age child with mild to moderate motor impairment. Pediatr Phys Ther, 2003, 15: 114–128. 2) Sankar C, Mundkur N: Cerebral palsy-definition, classification, etiology and early diagnosis. Indian J Pediatr, 2005, 72: 865–868. 10) Maxwell JP, Masters RS, Eves FF: The role of working memory in motor learning and performance. Conscious Cogn, 2003, 12: 376–402. 11) Wulf G, Shea C, Lewthwaite R: Motor skill learning and performance: a review of influential factors. Med Educ, 2010, 44: 75–84. 16) Aybay C, Erkin G, Elhan AH, et al.: ADL assessment of nondisabled Turkish children with the WeeFIM instrument. Am J Phys Med Rehabil, 2007, 86: 176–182. 3) Maruishi M, Mano Y, Sasaki T, et al.: Cerebral palsy in adults: independent effects of muscle strength and muscle tone. Arch Phys Med Rehabil, 2001, 82: 637–641. 15) Wong V, Wong S, Chan K, et al.: Functional Independence Measure (WeeFIM) for Chinese children: Hong Kong Cohort. Pediatrics, 2002, 109: E36. 1) Rosenbaum P, Paneth N, Leviton A, et al.: A report: the definition and classification of cerebral palsy April 2006. Dev Med Child Neurol Suppl, 2007, 109: 8–14. 22) Kilduski NC, Rice MS: Qualitative and quantitative knowledge of results: effects on motor learning. Am J Occup Ther, 2003, 57: 329–336. 12) Shea CH, Lai Q, Wright DL, et al.: Consistent and variable practice conditions: effects on relative and absolute timing. J Mot Behav, 2001, 33: 139–152. 8) Blundell SW, Shepherd RB, Dean CM, et al.: Functional strength training in cerebral palsy: a pilot study of a group circuit training class for children aged 4–8 years. Clin Rehabil, 2003, 17: 48–57. 6) Leroux A, Pinet H, Nadeau S: Task-oriented intervention in chronic stroke: changes in clinical and laboratory measures of balance and mobility. Am J Phys Med Rehabil, 2006, 85: 820–830. 11 22 12 23 13 14 15 16 17 18 19 1 2 3 4 5 6 7 8 9 20 10 21 19811515 - Dev Med Child Neurol. 2010 Feb;52(2):e29-34 22639748 - Ann Rehabil Med. 2012 Apr;36(2):233-9 18172415 - J Neurol Phys Ther. 2007 Dec;31(4):180-9 12785672 - Am J Occup Ther. 2003 May-Jun;57(3):329-36 16272660 - Indian J Pediatr. 2005 Oct;72(10):865-8 11237165 - Clin Rehabil. 2001 Feb;15(1):84-91 12232691 - Exp Brain Res. 2002 Oct;146(3):345-55 12941284 - Conscious Cogn. 2003 Sep;12(3):376-402 12617379 - Clin Rehabil. 2003 Feb;17(1):48-57 11404210 - J Mot Behav. 2001 Jun;33(2):139-52 24259891 - J Phys Ther Sci. 2013 Aug;25(8):947-51 18547501 - Health Technol Assess. 2008 Jul;12 (30):iii, ix-x, 1-117 20078758 - Med Educ. 2010 Jan;44(1):75-84 17370477 - Dev Med Child Neurol Suppl. 2007 Feb;109:8-14 16998429 - Am J Phys Med Rehabil. 2006 Oct;85(10 ):820-30 11226727 - Brain Dev. 2001 Mar;23(1):34-7 11346841 - Arch Phys Med Rehabil. 2001 May;82(5):637-41 17057441 - Pediatr Phys Ther. 2003 Summer;15(2):114-28 16110428 - Top Stroke Rehabil. 2005 Summer;12 (3):58-65 11826246 - Pediatrics. 2002 Feb;109(2):E36 17167346 - Am J Phys Med Rehabil. 2007 Mar;86(3):176-82 |
| References_xml | – reference: 14) Ko J, Kim M: Inter-rater reliability of the K-GMFM-88 and the GMPM for children with cerebral palsy. Ann Rehabil Med, 2012, 36: 233–239. – reference: 15) Wong V, Wong S, Chan K, et al.: Functional Independence Measure (WeeFIM) for Chinese children: Hong Kong Cohort. Pediatrics, 2002, 109: E36. – reference: 10) Maxwell JP, Masters RS, Eves FF: The role of working memory in motor learning and performance. Conscious Cogn, 2003, 12: 376–402. – reference: 22) Kilduski NC, Rice MS: Qualitative and quantitative knowledge of results: effects on motor learning. Am J Occup Ther, 2003, 57: 329–336. – reference: 8) Blundell SW, Shepherd RB, Dean CM, et al.: Functional strength training in cerebral palsy: a pilot study of a group circuit training class for children aged 4–8 years. Clin Rehabil, 2003, 17: 48–57. – reference: 11) Wulf G, Shea C, Lewthwaite R: Motor skill learning and performance: a review of influential factors. Med Educ, 2010, 44: 75–84. – reference: 17) Flynn S, Palma P, Bender A: Feasibility of using the Sony PlayStation 2 gaming platform for an individual poststroke: a case report. J Neurol Phys Ther, 2007, 31: 180–189. – reference: 5) Kim Y, Lee BH: Clinical usefulness of child-centered task-oriented training on balance ability in cerebral palsy. J Phys Ther Sci, 2013, 25: 947–951. – reference: 6) Leroux A, Pinet H, Nadeau S: Task-oriented intervention in chronic stroke: changes in clinical and laboratory measures of balance and mobility. Am J Phys Med Rehabil, 2006, 85: 820–830. – reference: 12) Shea CH, Lai Q, Wright DL, et al.: Consistent and variable practice conditions: effects on relative and absolute timing. J Mot Behav, 2001, 33: 139–152. – reference: 23) Suzann KC, Robert JP, Margo NO: Physical therapy for children, 4th ed. Elsevier, 2012, p 601. – reference: 3) Maruishi M, Mano Y, Sasaki T, et al.: Cerebral palsy in adults: independent effects of muscle strength and muscle tone. Arch Phys Med Rehabil, 2001, 82: 637–641. – reference: 4) Yokochi K: Gait patterns in children with spastic diplegia and periventricular leukomalacia. Brain Dev, 2001, 23: 34–37. – reference: 1) Rosenbaum P, Paneth N, Leviton A, et al.: A report: the definition and classification of cerebral palsy April 2006. Dev Med Child Neurol Suppl, 2007, 109: 8–14. – reference: 13) Boyce WF, Gowland C, Russell D, et al.: Consensus methodologies in the development and content validation of a gross motor performance measure. Phys Ther Can, 1993, 45: 94–100. – reference: 16) Aybay C, Erkin G, Elhan AH, et al.: ADL assessment of nondisabled Turkish children with the WeeFIM instrument. Am J Phys Med Rehabil, 2007, 86: 176–182. – reference: 7) Bayona NA, Bitensky J, Salter K, et al.: The role of task-specific training in rehabilitation therapies. Top Stroke Rehabil, 2005, 12: 58–65. – reference: 21) French B, Leathley M, Sutton C, et al.: A systematic review of repetitive functional task practice with modelling of resource use, costs and effectiveness. Health Technol Assess, 2008, 12: iii, ix–x, 1–117. – reference: 2) Sankar C, Mundkur N: Cerebral palsy-definition, classification, etiology and early diagnosis. Indian J Pediatr, 2005, 72: 865–868. – reference: 9) Franjoine MR, Gunther JS, Taylor MJ: Pediatric balance scale: a modified version of the berg balance scale for the school-age child with mild to moderate motor impairment. Pediatr Phys Ther, 2003, 15: 114–128. – reference: 20) Latash ML, Kang N, Patterson D: Finger coordination in persons with Down syndrome: atypical patterns of coordination and the effects of practice. Exp Brain Res, 2002, 146: 345–355. – reference: 18) Siri M, Ann-Krstin G, Beatrix V, et al.: Relationship between body functions and upper extremity activity in children with cerebral palsy. J Dev Med Child Neurol, 2010, 52: 29–34. – reference: 19) van der Dussen L, Nieuwstraten W, Roebroeck M, et al.: Functional level of young adults with cerebral palsy. Clin Rehabil, 2001, 15: 84–91. – ident: 2 doi: 10.1007/BF02731117 – ident: 14 doi: 10.5535/arm.2012.36.2.233 – ident: 9 doi: 10.1097/01.PEP.0000068117.48023.18 – ident: 22 doi: 10.5014/ajot.57.3.329 – ident: 18 doi: 10.1111/j.1469-8749.2009.03490.x – ident: 11 doi: 10.1111/j.1365-2923.2009.03421.x – ident: 19 doi: 10.1191/026921501670159475 – ident: 10 doi: 10.1016/S1053-8100(03)00005-9 – ident: 13 – ident: 15 doi: 10.1542/peds.109.2.e36 – ident: 17 doi: 10.1097/NPT.0b013e31815d00d5 – ident: 21 doi: 10.3310/hta12300 – ident: 3 doi: 10.1053/apmr.2001.22336 – ident: 5 doi: 10.1589/jpts.25.947 – ident: 8 doi: 10.1191/0269215503cr584oa – ident: 1 doi: 10.1111/j.1469-8749.2007.tb12610.x – ident: 7 doi: 10.1310/BQM5-6YGB-MVJ5-WVCR – ident: 6 doi: 10.1097/01.phm.0000233179.64769.8c – ident: 16 doi: 10.1097/PHM.0b013e31802b8f8d – ident: 20 doi: 10.1007/s00221-002-1189-3 – ident: 4 doi: 10.1016/S0387-7604(00)00200-X – ident: 12 doi: 10.1080/00222890109603146 – ident: 23 – reference: 12232691 - Exp Brain Res. 2002 Oct;146(3):345-55 – reference: 16998429 - Am J Phys Med Rehabil. 2006 Oct;85(10 ):820-30 – reference: 24259891 - J Phys Ther Sci. 2013 Aug;25(8):947-51 – reference: 17167346 - Am J Phys Med Rehabil. 2007 Mar;86(3):176-82 – reference: 12941284 - Conscious Cogn. 2003 Sep;12(3):376-402 – reference: 16272660 - Indian J Pediatr. 2005 Oct;72(10):865-8 – reference: 16110428 - Top Stroke Rehabil. 2005 Summer;12 (3):58-65 – reference: 18547501 - Health Technol Assess. 2008 Jul;12 (30):iii, ix-x, 1-117 – reference: 17057441 - Pediatr Phys Ther. 2003 Summer;15(2):114-28 – reference: 11826246 - Pediatrics. 2002 Feb;109(2):E36 – reference: 20078758 - Med Educ. 2010 Jan;44(1):75-84 – reference: 11226727 - Brain Dev. 2001 Mar;23(1):34-7 – reference: 22639748 - Ann Rehabil Med. 2012 Apr;36(2):233-9 – reference: 17370477 - Dev Med Child Neurol Suppl. 2007 Feb;109:8-14 – reference: 12785672 - Am J Occup Ther. 2003 May-Jun;57(3):329-36 – reference: 19811515 - Dev Med Child Neurol. 2010 Feb;52(2):e29-34 – reference: 11237165 - Clin Rehabil. 2001 Feb;15(1):84-91 – reference: 11346841 - Arch Phys Med Rehabil. 2001 May;82(5):637-41 – reference: 18172415 - J Neurol Phys Ther. 2007 Dec;31(4):180-9 – reference: 12617379 - Clin Rehabil. 2003 Feb;17(1):48-57 – reference: 11404210 - J Mot Behav. 2001 Jun;33(2):139-52 |
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| SubjectTerms | High-variability practice Original Spastic diplegia Task-oriented training |
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| Title | Effect of task-oriented training and high-variability practice on gross motor performance and activities of daily living in children with spastic diplegia |
| URI | https://www.jstage.jst.go.jp/article/jpts/28/10/28_jpts-2016-492/_article/-char/en https://www.ncbi.nlm.nih.gov/pubmed/27821947 https://www.proquest.com/docview/1837289802 https://www.proquest.com/docview/1850792925 https://pubmed.ncbi.nlm.nih.gov/PMC5088138 https://www.jstage.jst.go.jp/article/jpts/28/10/28_jpts-2016-492/_pdf |
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