Therapy Interventions For Children Research Articles

Effectiveness of Dance/Movement Therapy Intervention for Children with Intellectual Disability at an Early Childhood Special Education Preschool

Effectiveness of Dance/Movement Therapy Intervention for Children with Intellectual Disability at an Early Childhood Special Education Preschool

Influence of aquatic physiotherapy on gross motor function of individuals with cerebral palsy: a systematic review

Cerebral palsy (CP) is a group of non-progressive developmental disorders resulting from a lesion in the immature brain, causing functional limitations. Movement disorders can be accompanied by sensory, perceptual, cognitive, communication, and behavioral changes. For the rehabilitation of these individuals, aquatic physical therapy is widely used. Thus, the objective of this review is to investigate the quality of studies and the influence of aquatic physical therapy in individuals with CP. Searches were performed in the following databases PubMed, Literatura Latino-Americana e do Caribe em Ciências da Saúde (Lilacs), MedLine, Scientific Electronic Library Online (Scielo), Physiotherapy Evidence Database (PEDro) and Biblioteca Virtual em Saúde, based on the acronym “Pico”. Inclusion criteria were aquatic physical therapy intervention in children and/or adolescents with CP, controlled and uncontrolled clinical studies, randomized and non-randomized clinical studies, double-blind or not. Studies with mixed populations and other diagnoses, adults, studies of the systematic review type with or without meta-analysis, case reports, case series, and with any type of outcome other than motor function were excluded. The methodological evaluation was performed using the PEDro scale. Forty-three studies were identified in the searches. Of these, 37 were excluded after reading the title, abstract, and methods, with the reason being, mostly, wrong outcomes or wrong population, resulting in six eligible studies. In conclusion, evidence on aquatic physical therapy for individuals with CP is limited. Yet, this therapy is feasible and adverse effects are minimal. More research is needed to determine the effectiveness of aquatic physical therapy in this population at different levels of the Gross Motor Function Classification System (Sistema de Classificação da Função Motora Grossa [GMFCS]).

Electrophysiological and behavioral evaluation of auditory processing before and after speech therapy intervention in children after traumatic brain injury: Case reports

Electrophysiological and behavioral evaluation of auditory processing before and after speech therapy intervention in children after traumatic brain injury: Case reports

Electrophysiological and behavioral evaluation of auditory processing before and after speech therapy intervention in children after traumatic brain injury: Case reports

Objectives: to verify the effects of a speech therapy intervention program in children after moderate and severe traumatic brain injury using electrophysiological and behavioral assessment of central auditory processing. Method: Five children aged 9 to 11 years old who suffered closed brain trauma of moderate or severe degree for at least 6 months, right-handed, literate before the injury, diagnosed with Central Auditory Processing and Reading and Writing Disorders. Ten speech therapy intervention sessions were held, covering the area of language and auditory training activities. Children were submitted to electrophysiological evaluation with Long Latency Auditory Evoked Potential and behavioral assessment of central auditory processing, pre and post intervention. Results: Statistically significant, after speech therapy intervention, in the LLAEP with tone burst, there was an improvement in the latencies of the N2 component in both ears and P3 in the right ear. CAPD improves the memory test for verbal sounds in sequence and the speech test with white noise in the right ear. Conclusion: After the speech therapy intervention program in individuals with TBI it was observed: reduction of the latency of the N1 component in the left ear, in the LLAEP with tone burst; reduction of the latencies of the components N1, P2 and N2 in the right and left ears, and for the latency of the P3 only in the right ear, in the LLAEP with complex stimuli and performance improvement in the behavioral tests of central auditory memory processing for verbal sounds in sequence and speech with white noise.

Proven and Reliable Methods of Early Speech Therapy Intervention for Children with Autism Spectrum Disorder

The purpose of our research is to identify the effective tools for early Speech therapy intervention in working with children with Autism Spectrum Disorder (ASD) in order to provide their speech forming and development by using confinable methods. Besides, the purpose includes the thesis about high effectivity of systematic complex approach in case of work with ASD. Current research is based on theoretical materials from professional literature and on 14 years of own personal speech therapy professional experience. It is concluded that methods used in the speech therapy work with ASD children are effective in application, but as a result of the individual approach of the child's speech and communication, their combination at the appropriate stage of development provides a higher result. According to the World Health Organization’s (WHO) report (April 2017), every 160th child in the world has ASD. According to our ten-year (2007-2017) research in Armenia, there was a fivefold increase in the number of children diagnosed with ASD (Kharatyan & Hovyan, 2019). This sharp increase makes the interpretation of effective approaches to speech therapy intervention in children with ASD even more important. We emphasize the development of established methods and means of early speech intervention in the work with ASD, the development of a systemic approach and the introduction of conditions that will facilitate their early speech therapy intervention.

Characteristics and Efficacy of Play Therapy Interventions in Visually Impaired Children and Adolescents: A Systematic Review Study

Background: Visual impairment can hinder achieving developmental markers in children. Various studies have examined the effectiveness of play therapy in children with visual impairment. However, lack of a comprehensive review study that examined the characteristics and overall effectiveness of these interventions, led to conducting of the present study. Objectives: This study aimed to provide strong evidence on the characteristics and efficacy of play therapy interventions in children and adolescents (0-21 years) with visual impairment. Methods: Our literature searching was done with English and Persian keywords obtained from Mesh in the Cochrane, PubMed, Scopus, Web of Science, Magiran, Iran Medex, Iranian Archive for Scientific Documents Center (IASD), Iranian National Library (INL), Google and Google Scholar, until 2020. The selection process of articles was according to PRISMA. Text data was analyzed by convention content analysis. Additionally, the modified Downs and Black Checklist was used to assess the quality of primary studies. Results: From 1763 articles, finally nine were analyzed which met the inclusion criteria. The major findings were presented in the categories of on participants, implementation, measurements, and efficacy of interventions. All subjects were with visual impairment, without severe physical or cognitive impairment. Play interventions were done by children, or with operational children and their caregivers or parents. Play therapy interventions were in two forms of computer/video based game and child-therapist/parent based game, which were conducted in different settings resembling home, school, or sport camp conditions. Data were gathered by observation of researchers and reports of children using different questionnaires. All of the interventions were effective in improving cognitive, visual, physical, communicative and vestibular skills of the children. Conclusions: Despite the comprehensive efficacy of play therapy intervention in children with visual impairment, few studies have been conducted in this field. Considering multi-biases such as missing control of confounders, more high quality standard studies are needed to further evaluate the effectiveness of play therapy in children with visual impairments.

A proposal for equine therapy intervention for children with ADHD from an animal protection perspective

Horses are more and more considered and known for their therapeutic benefits, especially in the case of autistic kids. Indeed, research and investigations have found that equine therapy helps to significantly reduce autism symptoms in children. This work investigates the benefits of the contact with horses for a different audience: Attention Deficit Hyperactivity Disorder (ADHD) in kids. An intervention methodology thought and defined to address specifically to children with ADAH has been analysed, studied and tested. This methodology is based on the practice of equine therapy associated with prosocial strategies and dynamics. Through a social justification, data that shows interest and needs for such a project, the first results after a test on a child with ADHD combined with an academic literature review, this article shows the evidence that the intervention methodology - that is to say the combination of equine therapy associated with prosocial strategies and dynamism - is found to be efficient and viable to reduce ADHD symptoms in children.

Defining Occupational Therapy Interventions for Children with Fine Motor and Handwriting Difficulties

ABSTRACTFine motor deficits are often correlated with poor handwriting which can impact a variety of academic-related tasks. Occupational therapists (OTs) frequently provide interventions for the remediation of handwriting difficulties. Evidence exists to provide information as to the most effective forms of interventions used by occupational therapists. However, what OTs do within a treatment session has yet to be defined and studied for effectiveness. This study provides an initial feasibility study to examine the method of text mining to explore and define the interventions used by occupational therapists in the treatment of fine motor skills as related to handwriting difficulties. Researchers performed a retrospective review of 157 participants’ narrative treatment notes using text mining. Data were categorized into treatment interventions based on five previously identified treatment categories. Pre and posttest fine motor scores were examined to determine change. Specific handwriting outcomes were not gathered at this time. Results revealed three primary treatment interventions for the treatment of handwriting difficulties multisensory and motor approaches. A significant change in pretest and posttest scores was indicated. Overall, therapists in this setting utilized evidence-based interventions that demonstrated significant changes in fine motor skills. The study exhibited limitations in the single site sample and size of the sample and no direct assessment of handwriting outcomes. Future research would expand the study to additional sites and further explore relationships between interventions and outcomes.

Music therapy within an integrated project for families exposed to domestic violence: A qualitative study of professionals’ perspectives

This article focuses on a collaborative project that took place from 2012 to 2015 between an NHS Music Therapy Service for children and young people, a Child and Adolescent Mental Health Service and the charity Housing for Women. Music therapy interventions for children and young people took place alongside therapeutic family interventions. The families involved had all experienced exposure to domestic abuse. A qualitative study of professionals’ perceptions of the project took place after the project had ended, using a methodology of Interpretative Phenomenological Analysis. Interviews with non-music therapy professionals were transcribed and analysed, providing data about perceived benefits for children and families, the evolving perspectives of the professionals involved and the degree to which processes in music therapy were communicated and understood.

Evaluating the efficacy of context-focused intervention in improving performance of functional tasks in preschool children with central nervous system dysfunction

Background: Children with central nervous dysfunction should be given a variety of long-term physical and occupational therapy interventions to facilitate their self-development and to enhance functional independence in movement, self-care, play, school activities and leisure. The present study aimed to investigate the benefit of implementing context-focused intervention approach along with occupational therapy intervention in children with CNS dysfunctions.Methods: This randomized case control study conducted in 30 children with CNS dysfunction aging between 12 months to 48 months were randomly divided into control and experimental groups consisting of 15 children in each group. Control group received conventional occupational therapy for 45 min, and experimental group received context-focused intervention approach for 30 min along with conventional occupational therapy for 15 min (thrice a week). The patients were evaluated at baseline, after 12 and 24 weeks of follow up period on Canadian occupational performance measure (COPM) to evaluate parental perception about intervention, GMFM (gross motor function measure) to study the motor ability of the patient and ICF-CY (International classification of functioning, disability and health for children and youth) for activity participation and performance with evaluation of context.Results: Significant progress in the satisfaction score during 2nd and 3rd follow ups were noted (p <0.001) in experimental group. All the activities in GMFM score except lying and rolling showed significant improvement in experimental group (p <0.001). In experimental group a significant improvement in performance qualifier of ICF was seen during follow ups (p<0.001). The capacity qualifier scoring of ICF was improved in experimental group during 2nd follow up (p = 0.006). Progress in environmental scores of ICF during all the follow ups was noted (p <0.001) in experimental group. Significant correlation in GMFM scores and COPM performance score was noted during last follow-up in both the groups.Conclusions: The findings of the study showed positive results with context focused therapy and thus can be inferred that new intervention approach context focused therapy along with the conventional occupational therapy is very effective in improving the performance of functional tasks in children with CNS dysfunction.

Therapy interventions for children with neurodisabilities: a qualitative scoping study.

Therapy interventions emerged four times in the top 10 research priorities in a James Lind Alliance research prioritisation exercise for children with neurodisabilities (Morris C, Simkiss D, Busk M, Morris M, Allard A, Denness J, et al. Setting research priorities to improve the health of children and young people with neurodisability: a British Academy of Childhood Disability-James Lind Alliance Research Priority Setting Partnership. BMJ Open 2015;5:e006233). The National Institute for Health Research (NIHR) commissioned this study as part of an information-gathering exercise in response to this. The objectives were to (1) describe the current practice, approaches and schools of thought in relation to physiotherapy, occupational therapy and speech and language therapy for children with neurodisability; (2) explore clinical decision-making; (3) investigate views on outcomes and their measurement, particularly participation as an outcome, that is, the child's ability to have the opportunity to be involved in life situations and activities (e.g. communication, mobility, interpersonal interactions, self-care, learning and applying knowledge); (4) seek views on the aspects of therapy interventions that have an impact on outcomes; and (5) elicit stakeholder views on research needs and priorities. More than 70 professionals (therapists, service leads, paediatricians and education staff) and 25 parents participated in a qualitative interview (either individually or as part of a focus group). Professional thinking and models of service delivery are in a state of flux and development. There is a move towards goals-focused, family-centred approaches. Work tends to be highly individualised, with few protocols. Parents are certain of the value of therapies, although they may experience difficulties with provision and may seek (additional) private provision. Therapy interventions are conceived as three components: the therapist, the procedures/equipment, etc., and the wider therapeutic environment. They are believed to be highly complex and poorly understood. Although participation is widely endorsed as a core intervention objective of therapy interventions, its suitability, or appropriateness, as an outcome measure was questioned. Other child and/or parent outcomes were identified as more or equally important. Notions of intermediate outcomes - in terms of body structure/function, and the achievement of activities - were regarded as important and not counter to participation-focused approaches. Among therapists, research on intervention effectiveness was (cautiously) welcomed. A number of methodological challenges were identified. A portfolio of study designs - quantitative and qualitative, experimental and observational - was called for, and which included economic evaluation and clear pathways to impact. The study was not successful in recruiting children and young people. Further work is required to elucidate the views of this key stakeholder group. Therapy interventions are poorly understood. There was strong support, tempered a little by concerns among some about the feasibility of demonstrating impact, for investment in research. The identification of research priorities was a core study objective, and a wide-ranging research agenda was identified. It included 'foundational' research into neurodisability, the active components of therapy interventions and the concept of participation. Three areas of evaluation were identified: overall approaches to therapy, service organisation and delivery issues, and the evaluation of specific techniques. Parents regarded evaluations of approaches to therapy (e.g. goals-focused; supporting family-self management) as priorities, along with evaluations of models of service provision. Professionals' views were broadly similar, with an additional emphasis on methodological research. In terms of specific techniques, there was no shared agreement regarding priorities, with views informed by personal interests and experiences. The NIHR Health Technology Assessment programme.

Combined transcranial direct current stimulation and constraint‐induced movement therapy intervention in children with unilateral cerebral palsy: behavioral and neurophysiological findings from a randomized clinical trial

Combined transcranial direct current stimulation and constraint‐induced movement therapy intervention in children with unilateral cerebral palsy: behavioral and neurophysiological findings from a randomized clinical trial

Occupational and physical therapy interventions for children with central hypotonia

Occupational and physical therapy interventions for children with central hypotonia

How to Implement Robots in Interventions for Children with Autism? A Co-creation Study Involving People with Autism, Parents and Professionals

The aim of this study was to gain insight into how robots can be practically implemented into current education and therapy interventions for children with autism spectrum disorder (ASD). This qualitative study included focus groups and co-creation sessions. 73 Participants (professionals and adults with ASD) took part in 13 focus groups to elicit requirements for robot assisted interventions. Additionally, 22 participants (professionals, parents of children with ASD and adults with ASD) generated ideas for interventions using robot KASPAR in three co-creation sessions. This study resulted in: an overview of requirements concerning the robot, end-user, environment and practical implementation; a template to systematically describe robot interventions in general and for KASPAR in particular; and finally new interventions.

Occupational Therapy Interventions for Children with Attention Deficit Hyperactivity Disorder: A Systematic Review

ABSTRACTThis systematic review examined evidence published 2005–2015 for occupational therapy interventions for children with Attention Deficit Hyperactivity Disorder (ADHD). We identified 590 abstracts with 17 full-text articles eligible for review. Fourteen articles were included in the final analysis with two level I studies, two level II studies, eight level III studies, and two level IV studies. Occupational therapy interventions focused on play, sensory, motor, and cognitive skills. While the interventions yielded good results, there were limitations in study design, interventions, and outcome measures. Future research should include larger sample size, randomization, control groups, and interventions that can be replicated.

Changes of White Matter Diffusion Anisotropy in Response to a 6-Week iPad Application-Based Occupational Therapy Intervention in Children with Surgically Treated Hydrocephalus: A Pilot Study.

Objective Our aims were (1) to test whether diffusion tensor imaging (DTI) could detect underlying white matter (WM) changes after a 6-week iPad application-based occupational therapy (OT) intervention in children with surgically treated hydrocephalus (HCP); and (2) to explore the association between WM changes and performance outcomes. Methods Five children (age range: 6.05-9.10 years) with surgically treated HCP completed an intensive iPad-based OT intervention targeting common domains of long-term deficits in children with HCP. The intervention included 6 weekly sessions in an OT clinic supplementing home-based program (1 hour/day, 4 days/week). DTI and neuropsychological assessments were performed before and after the intervention. Observation After the therapy, significant increases in fractional anisotropy (FA) and/or decreases in radial diffusivity were found in extensive WM areas. All participants demonstrated an increased perceptual reasoning index (PRI, Wechsler Abbreviated Scale of Intelligence: 2nd edition, PRI gains = 14.20 ± 7.56, p = 0.014). A significant positive correlation was found between PRI increase and the increase of FA in the right posterior limb of the internal capsule and the right external capsule (both p < 0.05). Conclusion This study provides initial evidence of DTI's sensitivity to detect subtle WM changes associated with performance improvements in response to a 6-week OT intervention in children with HCP.

A Perceptual Motor Intervention Improves Play Behavior in Children with Moderate to Severe Cerebral Palsy.

For children with moderate or severe cerebral palsy (CP), a foundational early goal is independent sitting. Sitting offers additional opportunities for object exploration, play and social engagement. The achievement of sitting coincides with important milestones in other developmental areas, such as social engagement with others, understanding of spatial relationships, and the use of both hands to explore objects. These milestones are essential skills necessary for play behavior. However, little is known about how sitting and play behavior might be affected by a physical therapy intervention in children with moderate or severe CP. Therefore, our overall purpose in this study was to determine if sitting skill could be advanced in children with moderate to severe CP using a perceptual motor intervention, and if play skills would change significantly as sitting advanced. Thirty children between the ages of 18 months and 6 years who were able to hold prop sitting for at least 10 s were recruited for this study. Outcome measures were the sitting subsection of the Gross Motor Function Measure (GMFM), and the Play Assessment of Children with Motor Impairment play assessment scale, which is a modified version of the Play in Early Childhood Evaluation System. Significant improvements in GMFM sitting scores (p < 0.001) and marginally significant improvement in play assessment scores (p = 0.067) were found from pre- to post-intervention. Sitting change explained a significant portion of the variance in play change for children over the age of 3 years, who were more severely affected by CP. The results of this study indicate that advances in sitting skill may be a factor in supporting improvements in functional play, along with age and severity of physical impairment.

In the Groove: An Evaluation to Explore a Joint Music Therapy and Occupational Therapy Intervention for Children with Acquired Brain Injury

An acquired brain injury in children disrupts brain development and neural pathways, which may have serious implications on occupational role performance. Assessment and management of children with neurological disorders is complex and treatment requires the engagement of a multidisciplinary team. Increasing evidence indicates that both occupational therapists and music therapists work effectively towards similar goals with children with acquired brain injury. This evaluation investigated the effectiveness of a joint music therapy and occupational therapy group in promoting the development of self-regulation skills in children with an acquired brain injury or neurological condition, as part of a pilot project at a regional paediatric hospital in Australia. Six participants, aged five and half to ten years, were recruited through the acquired brain injury and neurology outpatient service at a regional paediatric hospital. Children underwent occupational therapy assessment and were identified to have sensory processing difficulties that negatively impacted on the child’s occupational roles of "friend" and "student." The intervention group, In the Groove, received seven, weekly, one-hour sessions, held for one hour on a weekly basis. Each session involved a variety of joint music therapy and occupational therapy activities, specifically planned to achieve intervention goals. A range of standardised occupational therapy and music therapy outcome measures were used, as well as non-standardised measures. All children received positive outcomes following intervention for at least one outcome measure. The findings indicate that joint music therapy and occupational therapy intervention may provide children with acquired brain injury and neurological impairment opportunities to develop self-regulation skills.

A Retrospective Pretest/Posttest Study of Occupational Therapy Intervention for Children With Sensory Challenges

Abstract Date Presented 4/16/2015 This study provides preliminary evidence for the effectiveness of a sensory and relationship-based, intensive occupational therapy program in which direct treatment is paired with parent education and coaching, thus advancing evidence-based practice.

Predictors of Independent Walking in Young Children With Cerebral Palsy.

The attainment of walking is a focus of physical therapy intervention in children with cerebral palsy (CP) and may affect their independence in mobility and participation in daily activities. However, knowledge of determinants of independent walking to guide physical therapists' decision making is lacking. The aim of this study was to identify child factors (postural control, reciprocal lower limb movement, functional strength, and motivation) and family factors (family support to child and support to family) that predict independent walking 1 year later in young children with CP at Gross Motor Function Classification System (GMFCS) levels II and III. A secondary data analysis of an observational cohort study was performed. Participants were 80 children with CP, 2 through 6 years of age. Child factors were measured 1 year prior to the walking outcome. Parent-reported items representing family factors were collected 7 months after study onset. The predictive model was analyzed using backward stepwise logistic regression. A measure of functional strength and dynamic postural control in a sit-to-stand activity was the only significant predictor of taking ≥3 steps independently. The positive likelihood ratio for predicting a "walker" was 3.26, and the negative likelihood ratio was 0.74. The model correctly identified a walker or "nonwalker" 75% of the time. Prediction of walking ability was limited by the lack of specificity of child and family characteristics not prospectively selected and measurement of postural control, reciprocal lower limb movement, and functional strength 1 year prior to the walking outcome. The ability to transfer from sitting to standing and from standing to sitting predicted independent walking in young children with CP. Prospective longitudinal studies are recommended to determine indicators of readiness for independent walking.