This study evaluates the effect of optimizing trunk support based on segmental principles of trunk control, on academic engagement of children in academic settings.
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.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
TREATMENT
Masking
NONE
Enrollment
10
We will provide customized modifications for seated or standing or walking devices based on the child's segmental level of control
Children's Therapy Services, Connecticut Birth to Three
Cheshire, Connecticut, United States
Hartford Public Schools
Hartford, Connecticut, United States
CREC, Connecticut Birth to Three
Wethersfield, Connecticut, United States
Change in Video Behavior Coding of time "on task" for selected IEP or IFSP goals.
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).
Time frame: On day 1 and one additional date at least 3 weeks later.
Change in vertical alignment of head
frequency and duration of upright 'head position' 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.
Time frame: On the day 1 and one additional date at least 3 weeks later.
parent, teacher or aide device use record
frequency and duration of device use and comments about child and teachers response to using the device.
Time frame: from day 1 to second session at least 3 weeks later)
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.