Cerebral Palsy Clinical Trial
Official title:
Effect of Optimal Trunk Support on Academic Engagement of Children With Moderate to Severe Disability
Verified date | May 2022 |
Source | University of Hartford |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
This study evaluates the effect of optimizing trunk support based on segmental principles of trunk control, on academic engagement of children in academic settings.
Status | Completed |
Enrollment | 10 |
Est. completion date | October 3, 2019 |
Est. primary completion date | October 3, 2019 |
Accepts healthy volunteers | No |
Gender | All |
Age group | 3 Months to 21 Years |
Eligibility | Inclusion Criteria: - 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). Exclusion Criteria: - pain that interferes with positioning, - impending surgery that will result in extended absence from school |
Country | Name | City | State |
---|---|---|---|
United States | 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 |
Lead Sponsor | Collaborator |
---|---|
University of Hartford |
United States,
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | 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). | On day 1 and one additional date at least 3 weeks later. | |
Secondary | 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. | On the day 1 and one additional date at least 3 weeks later. | |
Secondary | parent, teacher or aide device use record | frequency and duration of device use and comments about child and teachers response to using the device. | from day 1 to second session at least 3 weeks later) |
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