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Идёт набор NCT07500896

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

— Наблюдательное Cerebral Palsy (CP)

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают
В протоколе указаны: Repeated assessments.
Кому может быть актуально
Состояния в реестре: Cerebral Palsy (CP). Базовые параметры: 6 лет — 17 лет · Все.
Что важно проверить
Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится
Франция
Следующий шаг
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Официальное название

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

Обзор

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).

Вмешательства

  • Другое 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

Первичные конечные точки

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

Критерии участия

Критерии включения

  • 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)

Критерии исключения

  • 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)

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Нет

Дизайн исследования

Модель наблюдения
Когортное

Центры проведения

Франция · 1 центр
  • CHU Toulouse - Hôpital Raymonde Fournet — Toulouse

Идентификаторы

NCT: NCT07500896 · RC31/25/0654

Первоисточники (государственные реестры)

Открыть это исследование на ClinicalTrials.gov ↗