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Recruiting NCT07500896

Effects of an Intensive Rhythmic Dance Program on Learning Skills in Children With Cerebral Palsy

— Observational Cerebral Palsy (CP)

For patients and families

In plain language

An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.

What is being studied
The protocol lists: Repeated assessments.
Who it may be relevant to
Registry conditions: Cerebral Palsy (CP). Basic parameters: 6 years — 17 years · All.
What needs checking
Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
Where it takes place
France
Next step
Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →

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Official title

Effects of an Intensive Rhythmic Dance Program on Learning Ability in Children With Cerebral Palsy

Overview

Cerebral palsy is a neurological disorder that affects 1 in 1,000 children and causes motor disability , with sometimes sensorymotor disability which have consequences on daily life. The aim of rehabilitation for people with cerebral palsy is to improve patients' independence and quality of life. A major stake for these people is therefore to learn new behaviors by fostering motor, cognitive, and psychosocial development. Dance is a relevant activity, as it is a physical and enjoyable learning activity and a multisensory environment. Moreover, scientific literature suggests motor and psycho-affective benefits associated with dance practice in children with cerebral palsy, especially when it involves rhythmic stimulation. The aim of this project is therefore to assess the effect of a rhythm-based dance program on motor learning ability, as rhythmic auditory stimulation can improve motor control in patients with other neurological disorders (e.g., Thaut, 2015). We suppose that being able to synchronize through the practice of rhythmic dance could facilitate the learning of cognitive and psychosocial motor skills. To reach this goal, we will conduct a Single Case Experimental Study (SCED). Using this individual analysis method, we will repeatedly evaluate a target behavior to determine whether a dance program facilitates motor, cognitive, and psychosocial learning for each participant. The dance program will take place over two weeks. Three instructors will lead dance classes (two 2-hour sessions per day with breaks) during the first week, and three one-hour dance classes during the second week. Assessments will be conducted before (baseline, phase A), during (intervention, phase B), after the dance workshop (follow-up phase, FU), and far from it (final study visit).

Interventions

  • Other Repeated assessments
    It is a multiple baseline SCED study with four successive phases (A-B-Follow UP) for each participant. Repeated assessments take place for 8 consecutive weeks, with the final assessments taking place up to one week after the end-of-year show

Primary outcome measures

  • Evolution of the Goal Attainment Scaling (GAS) score throughout the study [Time frame: From baseline to the final study visit (up to approximately 9 weeks)]
Secondary outcome measures (4)
  • Intrinsic Motivation Inventory (IMI) scores [Time frame: From baseline to the final study visit (up to approximately 9 weeks)]
  • Physical activity levels measured by heart rate monitoring [Time frame: From baseline to the final study visit (up to approximately 9 weeks)]
  • Socio-demographic characteristics [Time frame: baseline]
  • Initial perceptions of the children [Time frame: baseline]

Eligibility criteria

Inclusion criteria

  • Age between 6 and 17 years old
  • Diagnosis of cerebral palsy
  • Level I to IV on the Gross Motor Function Classification System (GMFCS, Palisano et al., 2008) : with or without an armchair
  • Level I to IV on the Manual Ability Classification System (MACS, Eliasson et al., 2006)
  • Affiliation with or beneficiary of a Social Security scheme
  • Ability to understand instructions (investigator's assessment)

Exclusion criteria

  • Autism spectrum disorder diagnosed according to DSM-5 criteria (APA, 2013)
  • Hearing impairment diagnosed according to DSM-5 criteria (APA, 2013) or uncorrected hearing impairment that prevents the individual from hearing music at a volume between 45 and 70 decibels
  • Visual impairment diagnosed according to DSM-5 criteria (APA, 2013) and uncorrected
  • Intellectual Developmental Disorder diagnosed according to DSM-5 criteria (APA, 2013)
  • Behavioral/conduct disorders diagnosed according to DSM-5 criteria (APA, 2013)
  • Child enrolled in a dance program specifically focused on rhythm
  • Child whose parents are both subject to legal protection measures (guardianship, curatorship, judicial protection)

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: No

Study design

Observational model
Cohort

Study locations

France · 1 center
  • CHU Toulouse - Hôpital Raymonde Fournet — Toulouse

Identifiers

NCT: NCT07500896 · RC31/25/0654

Primary sources (government registries)

View this study on ClinicalTrials.gov ↗