Sensorimotor Skills Research Articles

Дослідження взаємозв’язків між психофізіологічними здібностями та спритністю каратистів-новачків

Purpose: to determine the correlation between psychophysiological abilities and agility in novice karate practitioners. Material and methods. In this study, the following research methods were employed: theoretical analysis and synthesis of scientific and methodological literature; pedagogical observation; pedagogical research; psychophysiological measurements and mathematical-statistical research methods. The study involved 20 athletes (14 males, 6 females) with an average age of 10,8±1,1 years (Mean±SD) who practiced karate. To assess agility, participants were required to perform a special relay race. The relay race, with a length of 15 meters, included the following exercises: ball translation, jumping, crawling, and running. To determine the speed component, athletes were instructed to run the distance of the relay race. Psychophysiological characteristics were assessed using tests such as reaction to a moving object, choice reaction, short-term visual memory, and the tapping test (duration 1 minute). Results: according to the results of cluster analysis, it is noted that classes were formed based on the age of the athletes. Thus, younger karate practitioners (9-10 years old), including participants 6, 7, 1, 9, belonged to the first class, while older karate practitioners (12 years old), including participants 17, 19, 20, 14, 18, primarily comprised the second class. The third class mainly included karate practitioners aged 10-11. Correlation analysis of the obtained data, specifically determining the relationships between agility and psychophysiological indicators, indicates statistically significant connections. Notably, there are correlations between relay race results and tapping test results at 5s (r=0,69), 10 s (r=0,55), 1 min (r=0,69). There are also correlations regarding choice reaction at the 2nd (r=0,65), 3rd (r=0,51), 4th (r=0,58) stages and overall test (r=0,60). A statistically significant correlation between the age of athletes and results, practically demonstrated in all tests (on average r=0,67), is also observed. The presence of these correlations can be explained by the fact that agility is a complex quality influenced by various factors such as age, neural process mobility, intermuscular coordination, reaction time, and others. The results of 11-12-year-old athletes surpass those of 9-10-year-olds in all tests. Statistically significant differences (p<0,05) were recorded in tests such as running, relay race, tapping test (5 s, 1 min), short-term visual memory coefficient, and choice reaction. A comparison of the results of the investigated groups of karate practitioners indicates that statistically significant improvement in short-term visual memory and choice reaction is the result not only of an increase in the athletes' age but also the influence of specific training tasks on the functional state of the athletes. Conclusions. Agility, based on motor reactions and spatial-temporal anticipations, underlies the activities of martial artists in unpredictable and rapidly changing situations. The study results indicate that psychophysiological parameters and agility performance are age-dependent, with older athletes demonstrating statistically better results in various agility tests. The significant improvement in short-term visual memory and choice reaction in 11-12-year-old karate practitioners is attributed not only to their age but also to the influence of specific training tasks incorporating martial arts elements. Keywords: sensorimotor skills, psychophysiology, coordination, agility, novice, karate, study.

Is intraoperative mapping of music performance mandatory to preserve skills in professional musicians? Awake surgery for lower-grade glioma conducted from a meta-networking perspective.

In surgery for lower-grade glioma (LGG) in professional musicians, for whom preserving music ability is essential, a critical question has emerged, namely, is it mandatory to include music performance during awake mapping, as proposed in several reports? In fact, music ability is subserved by a mosaic of interactive cognitive and emotional processes that rest on several networks. Therefore, from a meta-network perspective, the authors investigated whether an integrated multimodal monitoring of these cognitive and emotional functions during stimulation mapping could be efficient in maintaining musical skill. Indeed, it could be difficult for a patient to play a musical instrument in the surgical setting in addition to performing other tasks, such as movement and language. An awake mapping-guided resection for LGG without intraoperative music performance was performed in 3 professional musicians. Intraoperative tests were tailored to each patient depending on the critical corticosubcortical circuits surrounding the tumor, including not only sensorimotor or language skills but also higher-order functions with a constant multitasking during the resection. Although music skills were not mapped during surgery, all patients resumed their professional activities, preserving the ability to play music and to perform concerts, to teach and to compose music, or to start learning a new instrument. A connectome-based resection without intraoperative music performance seems effective in achieving maximal glioma removal while preserving crucial networks subserving musical skills, creativity, and music learning. Neurosurgery should evolve toward a meta-networking approach to better understand higher-order functions mediating complex behavior, such as being a professional musician.

The Reliability of the Senaptec Sensory Station for the Comprehensive Assessment of Sensorimotor Skills in College-Aged Individuals

ABSTRACT This study determined the test-retest reliability of 10 sensorimotor skills assessed by the Senaptec Sensory Station in a population of 100 (80 female, age = 21.6 ± 2.8 years) college-aged individuals (18–30 years). Separate intraclass correlation coefficients (ICCs) with a two-way mixed-effects model, absolute agreement, and 95% confidence intervals (CIs) were calculated. Additionally, the standard error of measurement and minimal detectable change values were determined to examine clinical applicability. Go/no-go, multiple-object tracking, eye-hand coordination, depth perception, and reaction time demonstrated good reliability (ICCs = 0.81–0.88). Target capture and perception span demonstrated moderate reliability (ICCs = 0.51–0.63). Visual clarity, contrast sensitivity, and near-far quickness demonstrated poor reliability (ICCs = 0.28–0.43). Assessments involving decision-making, anticipation, and spatial awareness demonstrated good reliability, while most assessments of visual skills demonstrated poor reliability. Overall, go/no-go, multiple-object tracking, eye-hand coordination, depth perception, and reaction time from the Senaptec Sensory Station are reliable and can be administered clinically in a healthy, college-aged population.

Mastering Balance: A Systematic Review on The Effectiveness of Enhancing Balance Skills Through Balance Board

A systematic review on tactile sensitivity through the use of a tactile balance board holds significant implications for both research and practical applications in various fields. Tactile sensitivity, the ability to process and respond to tactile stimuli, is a crucial aspect of sensory processing that influences motor skills, spatial awareness, and overall well-being. This review serves as a comprehensive synthesis of existing literature, providing a nuanced understanding of the current state of research on tactile balance boards and their impact on tactile sensitivity. By systematically analysing and summarizing findings from multiple studies, it aims to identify patterns, trends and gaps in knowledge. This process enables researchers and practitioners to build upon existing evidence, fostering a more informed approach to further investigations. In the realm of research, the systematic review can serve as a foundational resource for scholars and scientists interested in the intersection of tactile sensitivity and balance board interventions. It allows them to identify areas where further exploration is needed, encouraging the development of targeted research questions and methodologies. Additionally, the review may highlight inconsistencies or variations in existing studies, prompting researchers to address these discrepancies in future investigations. Practically, the findings of this systematic review can have direct implications for professionals in fields such as rehabilitation, occupational therapy and neurology. Understanding the impact of tactile balance board interventions on tactile sensitivity can guide the development of evidence-based practices aimed at improving sensory processing and motor skills in individuals with sensory challenges. This, in turn, may enhance therapeutic interventions and contribute to the design of tailored rehabilitation programs. Furthermore, the review may inform educators and practitioners working with populations that commonly experience tactile sensitivity issues, such as individuals with autism spectrum disorders or sensory processing disorders. Insights from this synthesis of literature can be translated into practical strategies for the design of sensory-friendly environments and the implementation of interventions that incorporate tactile balance boards.

The Effectiveness of Sensory Circle Time (SenCleTi) Media to Improve Sensory Motor Skills in Early Childhood

The Effectiveness of Sensory Circle Time (SenCleTi) Media to Improve Sensory Motor Skills in Early Childhood

Modifikasi Senam Anak Berkebutuhan Khusus (ABK) untuk Siswa/i Tunagrahita pada SLB C-YPSLB Surakarta

Children who are different from other kids their age or from kids in general are known as children with special needs, or ABK. The process of growth and development, which entails deviations or abnormalities on all fronts—physically, cognitively, intellectually, and socially—is one way in which these disparities appear. The findings of an investigation at SLB C-YPSLB Surakarta revealed issues with intellectual impairment and mobility disorders. When it comes to the quality of physical activity for children with mental retardation who require specialized instruction and supervision, motor development is a crucial factor. The fulfillment of physical needs is also impaired, namely sensorimotor skills, body balance, the ability to recognize the environment, body coordination and mobility, and body flexibility. Gymnastics for Children with Special Needs (ABK) was chosen as a solution to improve their motor skills. The chosen method is doing gymnastic movements together and guided by physiotherapy. Gymnastics has important benefits for health, child development now and in the future. Other benefits include strengthening children's muscles, bones and heart, as well as improving children's coordination, balance, posture and flexibility to achieve a better quality of life.

Feeding Characteristics in Children With Food Allergies: A Scoping Review.

Food allergy (FA) affects approximately 8% of children and may be immunoglobulin E (IgE)-mediated or non-IgE-mediated. It is recognized clinically that children with both subtypes of FA may present with features of pediatric feeding disorder (PFD); however, there is currently a limited detail of presenting characteristics. The objective of this study was to synthesize the current evidence regarding the feeding characteristics of children with FA, with a focus on the feeding skills and psychosocial domains of PFD. This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. Papers published between 2001 and 2022 describing feeding characteristics in the feeding skills and psychosocial domains in children with FA/history of FA were included. Papers that focused solely on characteristics from the medical or nutritional domains were excluded. Descriptive information regarding demographics, methodology, allergy profile and history, and the characteristics of PFD observed was extracted using a preconceived data extraction form. Overall, 40 papers contained descriptions of feeding characteristics of children with non-IgE-mediated FA (n = 22) and IgE-mediated FA (n = 11), while four were nonspecific. In the psychosocial domain, food refusal/aversion, anxiety with eating, and poor intake were the most frequently reported, regardless of FA subtype. Less information was reported regarding feeding skills, although slowness in eating, immature diet, and delays in oral sensory-motor skills were described. Children with FA/history of FA may present with a range of characteristics that map across the feeding skill and psychosocial domains of PFD. Systematic research is needed to fully describe the feeding characteristics of children with FA. https://doi.org/10.23641/asha.24562732.

Multisensory Stimulation Intervention for elderly people with dementia pilot study

AbstractBackgroundMultisensory Stimulation interventions (MSI) are actions that stimulate the senses such as vision, hearing, touch, taste, smell, vestibular and proprioceptive systems. MSI interventions for people with dementia syndromes can offer stimuli that facilitate sensory modulation and capitalize on these individuals' residual sensorimotor skills. There are still few studies that point to the benefits of MSI Interventions in elderly people living in the Brazilian community.ObjectiveTo evaluate the benefits of an MSI Intervention proposal based on the principles of Snoezelen for elderly people with dementia syndromes.Materials and MethodsThe MSI Intervention will be developed in 12 individual sessions, lasting 45 minutes, with a weekly frequency. Sensory sensations such as vision, hearing, touch, taste, smell and proprioception will be stimulated and will be applied to 10 elderly people with dementia, considering that it is a pilot study. The study will be carried out at the Dementia Care Service (SADe) at the Baixada Santista campus of the Federal University of São Paulo (UNIFESP). The benefits of the MSI Intervention will be evaluated by objective measures (blood pressure and heart rate) and changes in behavior and by subjective measures of perceived benefits of MSI that will be applied before and after the intervention and comparative analysis considering pre‐ and post‐intervention and the effect size of the intervention.Result: and ConclusionThe study in question is in progress and the reults and conclusions will be presented at the congress.

The role of acoustic features of maternal infant-directed singing in enhancing infant sensorimotor, language and socioemotional development

The quality of infant-directed speech (IDS) and infant-directed singing (IDSi) are considered vital to children, but empirical studies on protomusical qualities of the IDSi influencing infant development are rare. The current prospective study examines the role of IDSi acoustic features, such as pitch variability, shape and movement, and vocal amplitude vibration, timbre, and resonance, in associating with infant sensorimotor, language, and socioemotional development at six and 18 months. The sample consists of 236 Palestinian mothers from Gaza Strip singing to their six-month-olds a song by their own choice. Maternal IDSi was recorded and analyzed by the OpenSMILE- tool to depict main acoustic features of pitch frequencies, variations, and contours, vocal intensity, resonance formants, and power. The results are based on completed 219 maternal IDSi. Mothers reported about their infants’ sensorimotor, language-vocalization, and socioemotional skills at six months, and psychologists tested these skills by Bayley Scales for Infant Development at 18 months. Results show that maternal IDSi characterized by wide pitch variability and rich and high vocal amplitude and vibration were associated with infants’ optimal sensorimotor, language vocalization, and socioemotional skills at six months, and rich and high vocal amplitude and vibration predicted these optimal developmental skills also at 18 months. High resonance and rhythmicity formants were associated with optimal language and vocalization skills at six months. To conclude, the IDSi is considered important in enhancing newborn and risk infants’ wellbeing, and the current findings argue that favorable acoustic singing qualities are crucial for optimal multidomain development across infancy.

The factors associated with school readiness: Sensory processing, motor, and visual perceptual skills, and executive functions in kindergarten children

Many developmental skills are related to children’s school readiness in the early years, and these skills are essential for later achievement. Some of these skills include sensory processing, motor and visual perceptual skills, and executive functions. To date, limited research has examined these skills associated with school readiness. This study investigated the relationship between sensory processing, motor and visual perceptual skills, and executive functions, and school readiness in kindergarten children. A total of 138 kindergarten children administered the Sensory Profile, the Bruininks-Oseretsky Test 2- Brief Form, the Test of Visual Perceptual Skills-3, the Childhood Executive Functioning Inventory, and the Primary School Readiness Scale. The results showed that sensory processing, motor and visual perceptual skills, and executive functions were correlated with children’s school readiness, and these skills were also highly predictive of children’s school readiness (p < 0.05). It is necessary for future studies to consider these skills when assessing school readiness and to include strategies to develop these skills in intervention programs.

Language Learning Difficulties of Students With Dyslexia: A Case Study at a Primary School

Dyslexic learners have trouble learning English as a foreign language because of their difficulties in reading, focus, and sensory motor skills. Dyslexia is a specific learning disability derived from neurological deficits. This research aims at investigating the Language Learning Difficulties of learners with Dyslexia: A Case Study at a Primary School, Chennai District. This study is a descriptive research design. The subjects of the research are 19 teachers of dyslexic students at primary school, Chennai, District. The data were collected using a questionnaire and it was analyzed through the descriptive statistics technique. The result of the data analysis shows that students with dyslexia have challenges with reading, spelling, identifying sounds and letters, and decoding and recognizing words (vocabularies). In addition, the finding explored that teachers implement learners-center teaching methods and collaboratively work to enhance their students’ reading skills. Furthermore, the result showed that the use of assistive technology, multi-sensory instruction, and individualized support are effective interventions for enhancing the reading ability of dyslexic students. This study helps future researchers as a benchmark for further exploration.

2 Infant Imitation: Detecting Risk in the First Year with PediaTrac™

Objective:Imitation has pervasive associations with social and communicative development. However, few methods have been developed to measure this construct in typically developing infants, and even less is available for at-risk populations, such as infants born preterm. Autism spectrum disorder (ASD), a particular risk of premature birth, is associated with atypical imitation and social communication. Although imitation emerges in infancy, most current screening and diagnostic tools for ASD cannot be utilized prior to 12 months. The present study aimed to develop and validate a caregiver-report measure of infant imitation, characterize imitation profiles at 4, 6, and 9 months in term and preterm infants, and explore the relationship between imitation and scores on an ASD screening questionnaire at 18 months.Participants and Methods:Participants (N = 571) were recruited from a larger multi-site study of PediaTrac™ v3.0, a web-based tool for monitoring and tracking infant development, and were surveyed longitudinally at birth, 2, 4, 6, 9, 12, 15, and 18 months. Participants completed the online PediaTrac™ survey and several reliable and validated questionnaires via pen-and-paper format. For the purposes of this study, only the Ages and Stages Questionnaire (3rd ed.; ASQ-3), Communication and Symbolic Behavior Scales-Developmental Profile (CSBS-DP), Brief Infant Sleep Questionnaire (BISQ), and the Modified Checklist for Autism in Toddlers - Revised with Follow-Up (M-CHAT-R/F) were examined. The following hypotheses were tested: (1) proposed imitation items will represent a unitary latent construct, for which convergent and discriminant validity will be demonstrated, (2) there will be measurement invariance between term status groups at each assessment period, (3) preterm infants will obtain lower caregiver-reported imitation scores compared to term infants, and (4) imitation abilities at the assessment period with the most robust imitation factor will predict M-CHAT-R/F scores at 18 months.Results:Distinct imitation factors at 4, 6, and 9 months were modeled with confirmatory and exploratory factor analyses. Relationships between the factors and established measures of infant communication (CSBS; ASQ) and sleep (BISQ) revealed convergent and discriminant validity, respectively. Strict measurement invariance was demonstrated for the 4- and 9-month factors, and metric invariance for the 6-month measure. Full term infants scored higher on imitation at 9 months, though variance in this outcome was related to term status differences in sensorimotor skills. Lastly, the 9-month imitation factor, coupled with 6-month sensorimotor skills, predicted 18-month ASD risk over and above gestational age.Conclusions:This study provides support for the assessment of infant imitation, utilizing imitation to detect risk in preterm infants, and extending the age of identification for ASD risk into the first year. PediaTrac™ imitation, in combination with the PediaTrac™ sensorimotor domain, may be useful in detecting developmental risk, and specifically risk for ASD, within the first year, leading to earlier initiation of intervention. Further, with its minimal completion time and ease of dissemination through digital platforms, this measure can expand access to care and improve long-term outcomes for children and families.

Automatic performance assessment in Virtual Reality medical simulators: A model based on procedure trajectories and machine learning

Virtual Reality (VR) simulators for medical training helps students develop the sensorimotor skills required to perform specific procedures. However, as a training resource, a VR simulator usually lacks the capacity to assess the user’s performance automatically and provide feedback. The main objective of this study is to develop a model to automatically assess performance in VR medical simulators, based on the medical instrument trajectories and machine learning. We designed a model to use the data collected in medical VR simulators and defined two different labeling systems: by level of expertise or by a dental instructor assessment. We calculated 98 features related to the participant’s performance and combined three different feature selection/fusion algorithms with five classifiers. The SVM algorithm accomplished the best results overall, with an accuracy of 0.77, specificity of 0.60 and sensitivity of 0.94 using the labeling by the dental instructor’s assessment. Overall, the results for the performance assessment were promising and the model can be trained for similar VR medical simulators that collects trajectory data through a haptic device.

Effects of sensory integration training on balance function and executive function in children with autism spectrum disorder: evidence from Footscan and fNIRS

IntroductionThis study investigates the efficacy of sensory integration training (SIT) in enhancing balance and executive functions in children with autism spectrum disorder (ASD), with the aim of highlighting its potential for organizing and processing sensory information in the brain.MethodsUtilizing Footscan for biomechanical evidence and functional near-infrared spectroscopy (fNIRS) for neural activation, we engaged two participant groups: a control group (n = 9) and an experimental group (n = 9). Assessments involved the Sharpened Romberg Test (SRT) for balance under varied visual conditions and the Go/No-Go task for executive function.ResultsThe SIT intervention significantly improved balance function, particularly in Visual Deprivation (VD) scenarios. Neurophysiological data revealed heightened activation in the right Inferior Frontal Gyrus (R-IFG) and right Middle Frontal Gyrus (R-MFG), suggesting enhanced executive function. The potential of R-IFG/MFG activation as a reliable biomarker for assessing executive function in ASD was identified.DiscussionThe study provides empirical evidence supporting SIT’s effectiveness in enhancing balance and executive functions in children with ASD. The therapy not only improves sensory processing and motor skills but also appears to compensate for sensory deficits, particularly in vision, vestibular perception, and proprioception. Enhanced neural activation in specific PFC regions underscores SIT’s role in improving cognitive aspects, including inhibitory control and cognitive flexibility. The multidisciplinary approach adopted for this research highlights the intricate interplay between sensory-motor functions and cognitive control in ASD, paving the way for integrated therapeutic strategies. Despite these advancements, the mechanisms through which SIT exerts these multifaceted effects require further exploration.

The influence of sex difference on behavior and adult hippocampal neurogenesis in C57BL/6 mice

Animal models have been used extensively in in vivo studies, especially within the biomedical field. Traditionally, single-sex studies, mostly males, are used to avoid any potential confounding variation caused by sex difference and the female estrous cycle. Historically, female animal subjects are believed to exhibit higher variability, and this could increase the statistical power needed to test a hypothesis. This study sets out to evaluate whether a sex difference does exist in mouse behavior, and whether female mice featured higher variability. We assessed the sensorimotor skills, anxiety-like behavior, depression-like behavior, and cognitive abilities of mice through a series of commonly used behavioral tests. Except for the stronger grip force and lower tactile sensory sensitivity detected in male mice, there was no significant difference between males and females in other tests. Furthermore, immunolabeling of neurogenesis markers suggested no significant difference between sexes in adult hippocampal neurogenesis. Within group variances were equivalent; females did not exhibit higher variability than males. However, the overall negative results could be due to the limitation of small sample size. In conclusion, our study provides evidence that sex difference in mice does not significantly influence these commonly used behavioral tests nor adult neurogenesis under basal conditions. We suggest that female mice could also be considered for test inclusion in future experiment design.

Associations between Executive Functions and Sensorimotor Performance in Children at Risk for Learning Disabilities.

Executive functions (EF) and sensorimotor skills play a critical role in children's goal-directed behavior and school readiness. The aim of the current study is to provide new insights into the relationship between executive functions and sensorimotor development by considering the risks associated with learning difficulties. Therefore, we investigate the predictive role of EF and sensorimotor skills in the development of learning difficulties during preschool years. Ninety-five preschool children (5-7 years old) were tested, comparing the performance of children that are at risk of learning difficulties (n = 55) to the performance of typically developing children (n = 40). Participants completed a battery for the assessment of sensorimotor skills (i.e., Southern California Sensory Integration Test: postural imitation, body midline crossing, bilateral motor coordination, and standing balance with eyes open) and executive functions (i.e., inhibition, cognitive flexibility, and verbal working memory). Our results show that children at risk for learning difficulties exhibited more impairments on sensorimotor and EF measures (inhibition and verbal working memory) when compared with TD children. We ran three separate binary logistic regression analyses to assess the relative influence of EF and sensorimotor functions on predicting risk for learning difficulties. Our findings demonstrated that verbal working memory as EF function (odd ratio (OR) = 0.91, 95% CI 0.78-0.91, P = 0.05) and standing balance skills as a sensorimotor skill (odd ratio (OR) = 0.86, 95% CI 0.81-0.98, P = 0.01) were the strongest predictors of risk for learning difficulties. The findings point to the importance of supporting children's executive function development and promoting sensorimotor development, as both fundamentally influence school readiness.

Role of forkhead box protein 2 (FOXP2) in oral-motor abilities of preterm infants: A brief literature review.

Preterm infants, born before the 37-week gestation period, have limited storage for nutrients at birth and are vulnerable to poor feeding, severe nutritional deficits and growth retardation. The immature gastrointestinal system leads preterm infants to experience a delay in initiating enteral nutrition. Inappropriate feeding can cause acute and long-term morbidity, prolonged hospitalization and increased treatment cost. Generally, preterm infants that are born after 32 weeks of gestation without severe comorbidities do not have dysphagia and should start oral feeding soon after birth. Preterm infants should have well-developed sucking-swallowing-breathing coordination by 32-34 weeks of gestational age. However, some infants take days or weeks to master the skill. The oral feeding development involves forkhead box protein 2 (FOXP2)-expressing neurons that are found in the deep layers of the cortex, basal ganglia, parts of the thalamus and Purkinje cells of the cerebellum. In mammals, these areas belong to the brain network circuits working for motor coordination in learning and acquiring sensorimotor skills. This review aimed to describe the role of FOXP2 in oral-motor skills in preterm infants, including oral feeding, sucking-swallowing-breathing coordination and language development. The oral-motor skills development could be an early predictor for language delay in premature infants, representing a vulnerable group susceptible to such delays.

Biological and environmental factors may affect children’s executive function through motor and sensorimotor development: Preterm birth and cerebral palsy

Disruptive biological and environmental factors may undermine the development of children’s motor and sensorimotor skills. Since the development of cognitive skills, including executive function, is grounded in early motor and sensorimotor experiences, early delays or impairments in motor and sensorimotor processing often trigger dynamic developmental cascades that lead to suboptimal executive function outcomes. The purpose of this perspective paper is to link early differences in motor/sensorimotor processing to the development of executive function in children born preterm or with cerebral palsy. Uncovering such links in clinical populations would improve our understanding of developmental pathways and key motor and sensorimotor skills that are antecedent and foundational for the development of executive function. This knowledge will allow the refinement of early interventions targeting motor and sensorimotor skills with the goal of proactively improving executive function outcomes in at-risk populations.

Playing with your ears: Audio-motor skill learning is sensitive to the lateral relationship between trained hand and ear

A salient feature of motor and sensory circuits in the brain is their contralateral hemispheric bias-a feature that might play a role in integration and learning of sensorimotor skills. In the current behavioral study, we examined whether the lateral configuration between sound-producing hand and feedback-receiving ear affects performance and learning of an audio-motor skill. Right-handed participants (n=117) trained to play a piano sequence using their right or left hand while auditory feedback was presented monaurally, either to the right or left ear. Participants receiving auditory feedback to the contralateral ear during training performed better than participants receiving ipsilateral feedback (with respect to the training hand). Furthermore, in the Left-Hand training groups, the contralateral training advantage persisted in a generalization task. Our results demonstrate that audio-motor learning is sensitive to the lateral configuration between motor and sensory circuits and suggest that integration of neural activity across hemispheres facilitates such learning.

Reliable change in developmental outcomes of Brain Balance® participants stratified by baseline severity.

The effects of comprehensive multimodal programs on developmental outcomes have not been well-studied. Emerging evidence suggests a possible role for the Brain Balance® (BB) program, a multimodal training program, in serving as a nonpharmacologic approach to addressing cognitive, attentional, and emotional issues in youth. In this analysis, we examined the effects of 3 months of participation in the BB program on the outcomes of children and adolescents with developmental difficulties (N = 4,041; aged 4-18 years; 69.7% male). Parent-rated scores on the Brain Balance-Multidomain Developmental Survey (BB-MDS) were used to assess six areas at baseline and post-program: (1) negative emotionality; (2) reading/writing difficulties; (3) hyperactive/disruptive behavior; (4) academic disengagement; (5) motor/coordination problems; and (6) social communication problems. To estimate change from pre- to post-program, we calculated effect size (Cohen's d) and the Reliable Change Index (RCI) for groups stratified by baseline severity. There was a very large effect size for the moderate/high severity (d = 1.63) and extreme severity (d = 2.08) groups, and a large effect size for the mild severity group (d = 0.87). The average percentage of participants who observed reliable change over all BB-MDS domains was 60.1% (RCICTT) for extreme severity, 46.6% (RCICTT) for moderate/high severity, and 21.1% (RCICTT) for baseline mild severity. In additional assessments of primitive reflexes and sensory motor activity, students demonstrated significantly diminished primitive reflexes from pre- to post-participation and significant improvements in sensory motor skills including fine motor skills, gait and aerobic ability, proprioception, rhythm and timing, and eye-gaze stability. Overall, these results demonstrate improvements in primitive reflex integration and sensory motor skills, as well as statistically significant reliable change in emotionality, reading/writing, behavior, academic engagement, motor skills, and social communication in BB participants from pre- to post-program, with the probability and degree of change increasing as the participants' baseline severity increases. These results contribute to the growing literature on the need for evidence-based nonpharmacologic approaches to addressing developmental issues. Future research with well-controlled designs, longitudinal follow-up, implementation across settings, and participant groups in which diagnoses are known, will help to more fully characterize the effects of the BB program.