Effect of Optimal Trunk Support on Academic Engagement of Children With Moderate to Severe Disability
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 10
- 试验地点
- 3
- 主要终点
- Change in Video Behavior Coding of time "on task" for selected IEP or IFSP goals.
研究概览
简要总结
This study evaluates the effect of optimizing trunk support based on segmental principles of trunk control, on academic engagement of children in academic settings.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 3 Months 至 21 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •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).
排除标准
- •pain that interferes with positioning,
- •impending surgery that will result in extended absence from school
研究组 & 干预措施
Single Subject Design
The investigators will use a longitudinal design with baseline, immediate and post-intervention data collections. The intervention will include customized posture support in seated, standing or walking devices that will be used in the child's educational setting or home (for early intervention) to facilitate specific educational activities.
干预措施: customized posture support (Device)
结局指标
主要结局
Change in Video Behavior Coding of time "on task" for selected IEP or IFSP goals.
时间窗: 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).
次要结局
- Change in vertical alignment of head(On the day 1 and one additional date at least 3 weeks later.)
- parent, teacher or aide device use record(from day 1 to second session at least 3 weeks later))