Improving dynamic balance by self-controlled feedback in children with cerebral palsy.

AIMS: Maintaining balance is an important topic for participation of children with Cerebral Palsy (CP) in their own activities. Purpose of the present study was to investigate the effect of self-controlled and yoked-group feedback on dynamic balance of children with Spastic Hemiplegic Cerebral Palsy (SHCP). METHODS: Using Convenience Sampling Method, twenty students with Cerebral Palsy, aged 8-10 years old, were selected from special schools and divided into the Self-Controlled (SC) and Yoked feedback groups. Children in SC group requested feedback when necessary during the acquisition phase; in contrast, participants in yoked group replicated the feedback schedule of their counterparts in SC group without any choice. Modified Star Excursion Balance Test (SEBT) was used for both dynamic balance intervention and assessment. To analyze the data, Multivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) Tests were performed at p < 0.05. RESULTS: Based on MANCOVA test results, a significant difference were found between SC and Yoked groups after controlling for pretest at least in one balance variables (anterior, posterolateral, and posteromedial). Results of ANCOVA test showed a significant difference between the balance variables in the anterior, Posterolateral, and posteromedial directions in children with cerebral palsy. CONCLUSIONS: Findings of our study support the idea that requested feedback in SC conditions could have more benefits for motor learning since it is adjusted with the needs and preferences of children.

Effects of self-controlled feedback on learning of a throwing task in children with spastic hemiplegic cerebral palsy.

The purpose of this study was to examine the effect of self-controlled feedback on learning a throwing task in children with spastic hemiplegic cerebral palsy (SHCP). In order to achieve the research objectives, using a semi-experimental method, 20 children with SHCP (7-12 years old) were selected from special schools in Tehran, Iran. After showing the participants how to do the throwing task, a pre-test with 10 trials was conducted to homogenize the participants. Then, they were randomly assigned to two groups (self-control group and yoked group) to be examined in acquisition, retention, and transfer phases. Children in self-control group requested feedback when necessary during the acquisition phase. In contrast, participants in yoked-group replicated the feedback schedules of their counterparts in self-control group without any choice. A multivariate analysis of variance (MANOVA) was performed to analyze the data. Based on the results, a significant difference was not found between the self-control and yoked-group in acquisition phase (F=.538, p<.473). However, there was a significant difference between the two groups in retention (F=11.72, p<.003) and transfer (F=6.74, p<.018) phases. Thus, based on the better results obtained in the self-control condition, this type of feedback can be used in physiotherapy programs related to children with CP to improve their motor skills and independence movements.