The Impact of Massed versus Spaced Instruction on Learning of Procedural Skil...Farooq Khan
Authors:
F.A. Khan, MDCM, C. Patocka, MDCM, F. Bhanji, MD, MSc, I. Bank, MDCM, FRCPC, FAAP, A. Dubrovsky, MDCM, MSc, FRCPC, D. Brody, MD, FRCPC;
McGill Emergency Medicine Residency Program
Introduction:
Survival from cardiac arrest has been linked to the quality of resuscitation care. Unfortunately, health care providers frequently underperform in these critical scenarios, with a well-documented deterioration in skills following an advanced life support course. Improving initial training and preventing decay in knowledge and skills are a priority in resuscitation education. The purpose of this study was to determine if a resuscitation course taught in a spaced format compared to the usual “massed” instruction results in improved procedural skills.
Methods:
We delivered a case-based pediatric resuscitation course to two cohorts of medical students: one in a spaced format (four 75-minute weekly sessions) and the other in a massed format (a single 5-hour session). Four weeks following course completion, blinded observers assessed each learner at various skills stations. Primary outcomes were performance on bag-valve-mask ventilation (BVMV), intraosseous (IO) insertion, and chest compressions using expert-developed checklists. Secondary outcomes included performance of “key components” of the above skills.
Results:
Forty-five of 48 students completed the study protocol (23 spaced and 22 massed). Students in the spaced cohort scored higher overall for BVMV (6.9 ± 1.4 v. 5.8 ± 1.9, p < 0.04), without significant differences in scores for IO insertion (3.9 ± 1 v. 3.7 ± 1.2, p = 0.575) and chest compressions (10.9 ± 2.7 v. 10.1 ± 2.4, p = 0.342). They were also more likely to administer oxygen during BVMV (OR 47.2, 95% CI 5.2- 423, p < 0.001), adhere to a target ventilation rate (OR 4.9, 95% CI 1.1- 21.2, p < 0.03), use a stool when appropriate for chest compressions (OR 8.3, 95% CI 1.2-59, p < 0.03), and landmark correctly for IO insertion (OR 5.4, 95% CI 1.3-24.3, p < 0.02). The intervention group also had a significantly shorter mean time to IO insertion (30.2 ± 34 seconds v. 62.1 ± 30 seconds, p = 0.002).
Conclusion:
Infrequent yet critically important procedures learned in a spaced format may result in better skill retention and more efficient task completion when compared to traditional massed training.
The Impact of Massed versus Spaced Instruction on Learning of Procedural Skil...Farooq Khan
Authors:
F.A. Khan, MDCM, C. Patocka, MDCM, F. Bhanji, MD, MSc, I. Bank, MDCM, FRCPC, FAAP, A. Dubrovsky, MDCM, MSc, FRCPC, D. Brody, MD, FRCPC;
McGill Emergency Medicine Residency Program
Introduction:
Survival from cardiac arrest has been linked to the quality of resuscitation care. Unfortunately, health care providers frequently underperform in these critical scenarios, with a well-documented deterioration in skills following an advanced life support course. Improving initial training and preventing decay in knowledge and skills are a priority in resuscitation education. The purpose of this study was to determine if a resuscitation course taught in a spaced format compared to the usual “massed” instruction results in improved procedural skills.
Methods:
We delivered a case-based pediatric resuscitation course to two cohorts of medical students: one in a spaced format (four 75-minute weekly sessions) and the other in a massed format (a single 5-hour session). Four weeks following course completion, blinded observers assessed each learner at various skills stations. Primary outcomes were performance on bag-valve-mask ventilation (BVMV), intraosseous (IO) insertion, and chest compressions using expert-developed checklists. Secondary outcomes included performance of “key components” of the above skills.
Results:
Forty-five of 48 students completed the study protocol (23 spaced and 22 massed). Students in the spaced cohort scored higher overall for BVMV (6.9 ± 1.4 v. 5.8 ± 1.9, p < 0.04), without significant differences in scores for IO insertion (3.9 ± 1 v. 3.7 ± 1.2, p = 0.575) and chest compressions (10.9 ± 2.7 v. 10.1 ± 2.4, p = 0.342). They were also more likely to administer oxygen during BVMV (OR 47.2, 95% CI 5.2- 423, p < 0.001), adhere to a target ventilation rate (OR 4.9, 95% CI 1.1- 21.2, p < 0.03), use a stool when appropriate for chest compressions (OR 8.3, 95% CI 1.2-59, p < 0.03), and landmark correctly for IO insertion (OR 5.4, 95% CI 1.3-24.3, p < 0.02). The intervention group also had a significantly shorter mean time to IO insertion (30.2 ± 34 seconds v. 62.1 ± 30 seconds, p = 0.002).
Conclusion:
Infrequent yet critically important procedures learned in a spaced format may result in better skill retention and more efficient task completion when compared to traditional massed training.
Effect of Standing to Improve Balance and Gait of Children with Cerebral Palsyijtsrd
The purpose of study is to describe the effects of standing to improve balance and gait of children with spastic diaplegic cerebral palsy CP . The aim was to find out effects of standing to improve Balance and Gait.Methods subjective prospective cross sectional quasi experimental flexible design was used. By using Convenient sampling method 30 numbers of spastic diaplesic cerebral palsy subject was selected in the study. Age group was 2 to 5 years mean age 3.5 both the male and female. Screening was done by the screening tool Gross Motor Function Classification System GMFCS . The outcome of Motor function was measured with the Gross Motor Function Measure GMFM and standing balance was measured by the instrument Pediatric Balance Scale PBS . Intervention was done for 4 weeks 3 sessions per week 45 minute with wooden standing frame. Screened Child was placed in the Standing Unit in vertical or inclined plane depending on their functional abilities and Standing tolerance. Based on the statistic analysis software Statistical Package for the Social Science SPSS 25 compare the effect pre test data by screening tool and the post test data out come measure GMFM=0.00, PBS=0.00, paired t test differences was GMFM pre post and PBS pre post .00 and .05 respectively. Conclusion On this study it is concluded that there is positive effect of prolong Standing to improve Balance and Gait. And it’s also important to provide appropriate plane and positioning in the device for improvement. Hence these findings should be used in caution when treating the patients with Cerebral Palsy. Jyotiranjan Sahoo | Mr Subrata Kumar Halder | Mr Manoj Kumar Sethy "Effect of Standing to Improve Balance and Gait of Children with Cerebral Palsy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37985.pdf Paper URL : https://www.ijtsrd.com/medicine/other/37985/effect-of-standing-to-improve-balance-and-gait-of-children-with-cerebral-palsy/jyotiranjan-sahoo
Interventions to Improve Cognitive Functioning After TBILoki Stormbringer
Traumatic injury to the brain can affect the core of what makes us
human—our cognition and emotion. The injuries are acute but may result
in chronic burdens for individuals and families as well as society. Effective
approaches to improving functioning are needed, and the benefits may
be far-reaching. We discuss some basic principles to guide current prac-
tice, as well as major directions for continuing advancement of ways to
improve functioning after injury. Interventions are more likely to be effec-
tive when we take into account multiple levels of brain functioning, from
neurons to pharmacological systems to social networks. Training of cogni-
tive functions is of special importance, and benefits may synergize with
pharmacologic and other approaches that modify biology. The combina-
tion of physical and experiential trauma deserves special consideration,
with effects on cognition, emotion, and other substrates of behavior.
Directing further research toward key frontiers that bridge neuroscience
and rehabilitation will advance the development of clinically effective
interventions.
The effects of Pranayama yoga on Stress and AnxietyJatin Chaudhary
Stress and anxiety have been implicated as contributors to many chronic diseases and to decreased quality of life, even with pharmacologic treatment. Yoga has been implemented to alleviate both mental and physical ailments. The objective of this study was to assess the effect of pranayama yoga on negative and positive stress levels and state-trait anxiety. Fifteen healthy women subjects(39.12±3.04 years, 57.25±4.52 kg) attended a 6-week pranayama yoga program for 60 minutes, 3 times a week. They were assigned into two groups: A(experimental n=8) and B(control n=7). Both groups were requested not to participate in any physical activity until the end of the study. The pre and post pranayama yoga effects were assessed by using the stress scale(Cohen, Kamarch & Mercelstein, 1983) for positive and negative stress levels and state-trait anxiety inventory: STAI(Spielberger, 1970). The data handling of the test results was used by WINDOWS SPSS 18.0 statistics program with Independent T-test and Paired T-test. Statistical significance was accepted at α=.05. This study had two major findings. First, in both positive and negative stress levels there were no significant changes occur within 6-weeks of pranayama practice. Second, there were positive effects in anxiety conditions on experimental-group subjects.
The observations suggest that pranayama yoga leads to remarkable reduction in the anxiety scores within a period of 6-weeks and contributes to increased relaxation.
Dr. Smitava Sengupta one of the best Neonatologist, Pediatrics and Child Care doctor in Gurgaon NCR with having more than 35 years of experience.
Dr. Amitava Sengupta has been honored with Life Membership in Indian Academy of Pediatrics (IAP) Central and New Delhi, National Neonatology Forum (NNF) Central and New Delhi and Indian Medical Association (IMA) Central and New Delhi.
Effect of Standing to Improve Balance and Gait of Children with Cerebral Palsyijtsrd
The purpose of study is to describe the effects of standing to improve balance and gait of children with spastic diaplegic cerebral palsy CP . The aim was to find out effects of standing to improve Balance and Gait.Methods subjective prospective cross sectional quasi experimental flexible design was used. By using Convenient sampling method 30 numbers of spastic diaplesic cerebral palsy subject was selected in the study. Age group was 2 to 5 years mean age 3.5 both the male and female. Screening was done by the screening tool Gross Motor Function Classification System GMFCS . The outcome of Motor function was measured with the Gross Motor Function Measure GMFM and standing balance was measured by the instrument Pediatric Balance Scale PBS . Intervention was done for 4 weeks 3 sessions per week 45 minute with wooden standing frame. Screened Child was placed in the Standing Unit in vertical or inclined plane depending on their functional abilities and Standing tolerance. Based on the statistic analysis software Statistical Package for the Social Science SPSS 25 compare the effect pre test data by screening tool and the post test data out come measure GMFM=0.00, PBS=0.00, paired t test differences was GMFM pre post and PBS pre post .00 and .05 respectively. Conclusion On this study it is concluded that there is positive effect of prolong Standing to improve Balance and Gait. And it’s also important to provide appropriate plane and positioning in the device for improvement. Hence these findings should be used in caution when treating the patients with Cerebral Palsy. Jyotiranjan Sahoo | Mr Subrata Kumar Halder | Mr Manoj Kumar Sethy "Effect of Standing to Improve Balance and Gait of Children with Cerebral Palsy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37985.pdf Paper URL : https://www.ijtsrd.com/medicine/other/37985/effect-of-standing-to-improve-balance-and-gait-of-children-with-cerebral-palsy/jyotiranjan-sahoo
Interventions to Improve Cognitive Functioning After TBILoki Stormbringer
Traumatic injury to the brain can affect the core of what makes us
human—our cognition and emotion. The injuries are acute but may result
in chronic burdens for individuals and families as well as society. Effective
approaches to improving functioning are needed, and the benefits may
be far-reaching. We discuss some basic principles to guide current prac-
tice, as well as major directions for continuing advancement of ways to
improve functioning after injury. Interventions are more likely to be effec-
tive when we take into account multiple levels of brain functioning, from
neurons to pharmacological systems to social networks. Training of cogni-
tive functions is of special importance, and benefits may synergize with
pharmacologic and other approaches that modify biology. The combina-
tion of physical and experiential trauma deserves special consideration,
with effects on cognition, emotion, and other substrates of behavior.
Directing further research toward key frontiers that bridge neuroscience
and rehabilitation will advance the development of clinically effective
interventions.
The effects of Pranayama yoga on Stress and AnxietyJatin Chaudhary
Stress and anxiety have been implicated as contributors to many chronic diseases and to decreased quality of life, even with pharmacologic treatment. Yoga has been implemented to alleviate both mental and physical ailments. The objective of this study was to assess the effect of pranayama yoga on negative and positive stress levels and state-trait anxiety. Fifteen healthy women subjects(39.12±3.04 years, 57.25±4.52 kg) attended a 6-week pranayama yoga program for 60 minutes, 3 times a week. They were assigned into two groups: A(experimental n=8) and B(control n=7). Both groups were requested not to participate in any physical activity until the end of the study. The pre and post pranayama yoga effects were assessed by using the stress scale(Cohen, Kamarch & Mercelstein, 1983) for positive and negative stress levels and state-trait anxiety inventory: STAI(Spielberger, 1970). The data handling of the test results was used by WINDOWS SPSS 18.0 statistics program with Independent T-test and Paired T-test. Statistical significance was accepted at α=.05. This study had two major findings. First, in both positive and negative stress levels there were no significant changes occur within 6-weeks of pranayama practice. Second, there were positive effects in anxiety conditions on experimental-group subjects.
The observations suggest that pranayama yoga leads to remarkable reduction in the anxiety scores within a period of 6-weeks and contributes to increased relaxation.
Dr. Smitava Sengupta one of the best Neonatologist, Pediatrics and Child Care doctor in Gurgaon NCR with having more than 35 years of experience.
Dr. Amitava Sengupta has been honored with Life Membership in Indian Academy of Pediatrics (IAP) Central and New Delhi, National Neonatology Forum (NNF) Central and New Delhi and Indian Medical Association (IMA) Central and New Delhi.
LIW - Improving the motor coordination of children with Developmental Coordin...theppa
Directed activities, utilising the soft play environment, can improve the motor skills of children with DCD
Lois Addy research by York St John University (partnered by the PPA and Creepy Crawlies)
Every single person 18 years old and younger has special rights as defined in the United Nations Convention on the Rights of the Child. Use the child-friendly poster "I've Got Rights!" to help children, young people and adults learn about those rights.
Multimodal Behavioral Assessment After Experimental Brain TraumaInsideScientific
Corina Bondi, PhD discusses her research on experimental traumatic brain injury and the resulting cognitive deficits.
Traumatic brain injuries (TBIs) affect 2.8 million individuals in the United States each year. Moreover, 500,000 yearly emergency room visits are attributed to childhood-acquired brain trauma, while the elderly also constitute another high-risk population segment due to falls, with patients enduring long-lasting cognitive, physical, or behavioral effects. Impaired attention is central to the cognitive deficits associated with long-term sequelae for many TBI survivors. Considering that cognitive deficits are often assessed using multi-domain neuropsychological cognitive battery tests, Dr. Bondi’s group employed, for the first time, multimodal approaches to determine higher-order attentional capabilities after experimental TBI in rats. Their studies aimed to investigate complex cognitive deficits in adolescent and adult male and female rats subjected to frontal or parietal lobe injuries. Higher-order attentional testing will advance the understanding of long-term cognitive impairments in survivors of brain trauma and may provide reliable avenues towards developing more suitable therapeutic approaches.
Key Topics Include:
Cognitive functioning can be assessed via multiple test modalities in rodents, similar to the clinical setting.
Multiple domains of complex, higher-order cognitive functioning (sustained attention, behavioral flexibility, goal-directed behavior) are mediated by the frontal lobe in rodents in a similar fashion to the human brain, with long-lasting alterations after brain trauma occurring regardless of sex.
Differences between multiple classes of pharmacotherapies employed to restore neurobehavioral and cognitive performance after traumatic brain injury, such as antidepressants and cholinergic drugs.
How can Big Data help upgrade brain care?SharpBrains
Current standards of brain and mental care often rely on trials of insufficient scale, which not only limits our ability to diagnose, prevent, treat and personalize care but often leads to incorrect conclusions and undesirable results. What tools and data are becoming available via large-scale web-based and mobile applications, and how can researchers, innovators and practitioners connect with these initiatives?
- Chair: Alvaro Fernandez, CEO of SharpBrains, YGL Class of 2012
- Daniel Sternberg, Data Scientist at Lumosity
- Joan Severson, President of Digital Artefacts
- Robert Bilder, Chief of Medical Psychology-Neuropsychology at UCLA Semel Institute for Neuroscience
coQoL: co-calibrating physical and psychological outcomes and consumer wearab...Vlad Manea
Thank You for referencing this work, if you find it useful!
Citation of a related scientific paper:
Manea, V., & Wac, K. (2020). Co-Calibrating Physical and Psychological Outcomes and Consumer Wearable Activity Outcomes in Older Adults: An Evaluation of the coQoL Method. Journal of Personalized Medicine, 10(4), 203. DOI https://doi.org/10.3390/jpm10040203
Computer games for user engagement in Attention Deficit Hyperactivity Disorde...Karel Van Isacker
Computer games for user engagement in Attention Deficit Hyperactivity Disorder (ADHD) monitoring and therapy (Michael P. Craven and Maddie Groom)
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
A systematic approach towards designing low-cost motor and cognitive rehabili...Sergi Bermudez i Badia
Nowadays it is widely accepted that games, and entertainment technologies in general, have very interesting features that, if used properly, can largely contribute to the effectiveness of treatments in different health domains. These games, also known as games-with-a-purpose, need to achieve a very difficult and interesting balance among science, health, engineering and entertainment. In this talk I will present the approach we follow at the NeuroRehabLab, where we combine games, Human Computer Interaction and clinical rehabilitation guidelines to develop interactive systems that are novel and effective tools for motor and cognitive rehabilitation, with special emphasis on stroke. I will discuss the effect of interface technology in motor-cognitive interference in task performance; a participatory design approach with health professionals to develop parameterized models for the training of Activities of Daily Living in a simulated environment; and how we automate the parameter selection process in these games by means of an adaptive approach. This strategy allows these systems to be used by patients of different cognitive and motor skills while still providing a personalized training.
Generic to Specific Recognition Models for Membership Analysis in Group VideosMOVING Project
We present a novel two-phase Support Vector Machine (SVM) based specific recognition model that is learned using an optimized generic recognition model.
Poster wfnr 2013 validation of dex r cópiaAndrew Bateman
Self-assessment of executive functions among people with Bipolar Disorder: This was a poster prepared by Fabricia Loschiavo who was visiting scholar at OZC last academic year. The poster was presented at the WFNR meeting in Maastricht. Unfortunately Fabricia couldn't attend, but I was pleased to represent her work on this. Pasted here and linked to the storify record of that inspiring conference:http://storify.com/ozcboss/wfnr-neuropsychological-rehab-sig-maastricht-2013/
This poster was prepared by Fabricia while on her "sandwich" year from University in Brazil - she came to work with us at the Oliver Zangwill Centre, worked hard at writing several papers, and prepared several posters and talks for presentation.
Practical management of ataxia and balance impairment: Part 2MS Trust
This presentation by Dr Lisa Bunn looks at the practical management of ataxia and balance impairment among people with MS. It includes information on assessing ataxia, the rehabilitation of balance, and relevant research studies.
It was presented at the MS Trust Annual Conference in November 2013.
Cognitive Behavior Therapy combined with Physical Exercise for Adults with Ch...BERNARD Paquito
Cognitive Behavior Therapy combined with Physical Exercise for Adults with Chronic Diseases Systematic Review and Meta-Analysis
OPEN ACCESS https://archipel.uqam.ca/10922/1/Bernard%202018%20CBTEx.pdf
Cognitive Behavior Therapy combined with Physical Exercise for Adults with Ch...
Final Version of the Poster
1. A SYSTEMATIC REVIEW OF INTERVENTIONS UTILIZED IN THE MANAGEMENT
OF INDIVIDUALS WITH DEVELOPMENTAL COORDINATION DISORDER
Abigail Bissonette, SPT; Haley Brandt, SPT; Susan Christensen, SPT, CSCS; Alyson Cybulski, SPT; Sara Girolami, SPT; Jacob McDonald, SPT;
Caitlin Schober, SPT; Dr. Ann Franz, Ph.D., P.T., CSCS
WHAT IS DCD?
Developmental Coordination Disorder (DCD) is
characterized by difficulty in movement skills (gross
and fine motor) that are not primarily due to any
physical, neurological, or behavioral disorders.
Children with DCD struggle with learning and
performing everyday tasks in their environment that
negatively affect their everyday life. If cognitive
impairments are present in children with DCD, motor
impairments must be greater than in children of the
same age without DCD with cognitive impairments.
A physician makes the diagnosis after all other
possible explanations for the motor difficulties are
ruled out and if all of the above characteristics are
present.
PURPOSE
Interventions Review Findings
Task-oriented Effective for children with DCD. More effective than
process-oriented and traditional therapy
CO-OP More effective than current treatment approaches.
NTT The task that is trained is improved.
MIT Seems to work for some children, but needs more research.
Traditional therapy Effective for children with DCD. More effective than
process-oriented.
PMT Not an effective approach with small effect size (0.082)
Body Functions &
Structure
May be effective, but less that task-oriented approaches
Gross Motor &
Strength
May help, and often used in therapy
Parent/Teacher
Guided
No clear evidence for efficacy, but should educate parents
to assist in interventions at home.
Process-oriented Not recommended for improving motor performance in
children DCD
SIT Inconclusive evidence about effectiveness of SIT compared
to other treatments or no treatments.
Kinaesthetic
Training
Moderate evidence that kinaesthetic training may help
improve kinaesthetic acuity.
INCLUSION/EXCLUSION CRITERIA
SYSTEMATIC REVIEWS
The purpose of this review is to evaluate the
efficacy of therapeutic interventions for children
with DCD to improve motor performance based on
currently available research.
RESULTS AND FUTURE RESEARCH
Intervention should be aimed at task-oriented functional activities that are meaningful and relevant to
the child’s daily life, with involvement from parents and teachers. Moreover, our review demonstrated
that a variety of interventions are beneficial in improving a child’s motor performance.
Improvements in Study Design:
• Consistent and Functional Outcome Measures
•M-ABC, BOT, DCD-Q
• Interventions that are generalizable to functional tasks
•Task-oriented approach, sports- or ADL-specific interventions
• Long-term studies > 3 months
• Larger sample size to better generalize results to children with DCD
• Increased rigor in sampling (Inclusion and exclusion criteria)
•Consistent diagnostic criteria for DCD
• Determine optimal duration, intensity, and frequency to standardize recommendations
• Interventions grouped by age, subtype, and/or comorbidities
Inclusion Criteria: Birth to 21 years old, English, Past
20 years, Human
Exclusion Criteria: Surgical procedures, Medical
procedures
Search Terms: DCD, Birth-21 years, Intervention,
Treatment, Developmental Delay, Group Therapy,
Physical Activity, Motor Performance, Sensory
Integration, Neuromotor task training, Task-oriented
approach, Physical therapy
Search Engines/Databases: PubMed, Google
Scholar, PEDro, TRIP
Intervention
Category
Article
Type of
Study
Participant Characteristics Interventions Outcome Measures Results
Cognitive Approach
Hyland (2012) RCT n = 39; Dx: DCD Analyzed 39 video-taped sessions to evaluate children’s use of DPA, a self-regulation technique, during CO-OP,
task-specific, and conventional therapy approaches
Pre- and post-test comparison use of DPA for each type of therapy +
Wilson (2002) RT n = 54; Dx: Probable
DCD
MIT: n = 18; 60 min 1x/wk x 5wks individual treatment
Traditional-PMT: n = 18; 60 min 1x/wk x 5wks individual treatment
Wait-List Control: n = 18; no intervention
M-ABC* =
Cosper (2009) Cohort
Study
n = 12; Dx: DCD Interactive Metronome Training: n = 12, 1hr/wk x 15 individual treatment: Repetitive pattern motor activities
timed to beats
BOT-2*, GDS Continuous Performance Test (sustained attention) +
Leemrijse (2000) RT with 6
single cases
n=6; Dx: DCD Experimental Group 1: n = 3; 12-18 wks of LBD, 12-18 wks SI
Experimental Group 2: n = 3; 12-18 wks of SI, 12-18 wks LBD
M-ABC* (LBD), Praxis Tests of the SIPT* (LBD), Rhythm IntegratedTM* (LBD), VAS
(parent worry)* (LBD & SI)
+
LBD>SI
Group
Pless (2000) Research
Report
n = 37; Dx: DCD and
Probable DCD
Group Motor Skill Interventions: n = 17; 1x/wk x10 wks
Control: n = 20; no motor skill intervention
M-ABC checklist and motor portion +
Hung (2012) RCT Pilot n = 23; Dx: DCD Group-Based: n = 12, 4-6 children:1 therapist; 45 min/wk x 8 wks; HEP: 20 min/d
Individual-Based: n = 11; 45 min/wk x 8 wks; HEP x 20 min/d
M-ABC* =
Zwicker (2014) RT n = 11; Dx: DCD Group-Based: 6hrs/d x 2-wk summer camp sessions M-ABC-2, DCD-Q, COPM*, PEGS, CSAPPA, CAPE, parent survey +
Dunford (2011) Repeated
Measure
n = 8; Dx: DCD Group CO-OP: 50 min x 8 sessions x 2 wks M-ABC*, Harter, COPM* +
NTT
Niemeijer (2006) Pilot Study n =19; Dx: DCD NTT: 1x/wk x 9 wks M-ABC* (adjusting body positioning and explaining why), TGMD-2* (giving
clues, explaining why, providing rhythm, and asking about understanding)
+
Niemeijer (2007) RCT n =39; Dx: DCD NTT: n = 26; 1x/wk x 9 wks
Control: n = 13; 9 wks no training
M-ABC*, TGMD-2* +
Ferguson (2013) Quasi-
experimenta
l design
n= 46; Dx: Probable DCD NTT: n = 27; 45-60 min, 2x/wk x 9 wks: Workstations included soccer, netball, tagging games, indigenous games.
Wii: n = 19; 30 min, 3x/wk x 6 wks: Choice of 18 games mimicking cycling, soccer, skateboarding, skiing. Play at
least 2x.
M-ABC-2* (NTT), Functional Strength Measure* (total & 6/9 items NTT; 1 item
for Wii), Hand-held dynamometer, Muscle Power Sprint Test* (NTT & Wii),
Metre Shuttle Run Test* (NTT)
+
NTT>Wii
Task Specific
Fong (2012) RCT n = 62; Dx: DCD TKD training: n = 21; 1 hr/wk x 12 wks; Home practice: 45-60 min, 6 d/wk, parent activity log
Control: DCD n = 23; non-DCD n=18
SOT*, UST* +
Fong (2013) RCT n = 62; Dx: DCD TKD training: n = 21; 1 hr/wk x 12 wks; Home practice: 45-60 min, 6 d/wk, parent activity log
Control: DCD n = 23; non-DCD n=18
Isokinetic concentric strength (Cybex Norm isokinetic dynamometer)*, UST*,
MCT
+
Hillier (2010) Pilot Study n = 13; Dx: DCD Aquatic Therapy: 30 min, 1x/wk x 6 sessions
Control: no intervention
M-ABC, PSPCSA, Parent Questionnaire +
Tsai (2009) RT n = 43; Dx: DCD Table Tennis: 50 min, 3x/wk x 10 wks M-ABC-2*, reaction times and error responses* +
Traditional Physical
Therapy
Giagazoglou
(2015)
Cohort
Study
n = 20; Dx: Probable
DCD
Experimental Group: n = 10; 45 min, 3x/wk x12 wks: Balance training circuit with 15 min on trampoline
Control: n = 10; no intervention
BCTC*, TBCT*, Balance Testing on EPS pressure platform* +
Kane (2009) Case Report n = 5; Dx: DCD 55 min, 2x/wk x 6 sessions: Aerobic warm-up, core stability exercises, task-specific intervention per child’s sports
goals
DCD-Q, Leisure section of Canadian occupational and performance model,
BOTMP, CSAPPA, therapist-derived measure of core stability, child-chosen goals
and perceived competency for each goal
+
Menz (2013) Case Report n = 1; Dx: Probable DCD 60 min, 2x/wk x 24 sessions: Progressive strength training using universal exercise unit BOT-2*, COPM*, DCDQ*, TGMD-2, Monkey bars +
Kaufman (2007) Case Report n = 1; Dx: DCD 20-30 min, 2x/wk x 12 wks: Progressive strength training using body weight and weights HDD, BOT-MP, Proprioceptive test, parent and teacher report +
Watemberg
(2007)
RT n = 28; Dx: DCD Physical Therapy: n = 14; 1hr, 2x/wk x 4 wks in groups of 4-5 children; HEP: 30min/d
Control: n = 14; no intervention
M-ABC* +
Virtual Reality
Hammond (2014) Pilot Study n = 18; Dx: DCD and
Probable DCD
Wii Fit: 10 min, 3x/wk x 1 month
Control: Jump Ahead program
DCD-Q, BOT-2*, CSQ: Ability, Satisfaction, SDQ +
Jelsma (2014) RT n = 48; Dx: Probable
DCD
Wii Fit: 30 min, 3x/wk x 6 wks M-ABC-2*, BOT-2,* Wii Fit ski slalom test*, Enjoyment Scale +
Ashkenazi (2013) Pilot Study n = 9; Dx: Probable DCD Sony PlayStation 2 Eye toy: 60 min, 1x/wk x 10 sessions: Also included goal-directed, task-oriented approach M-ABC*, DCD-Q*, Parent’s subjective reports, Walk and talk test, 6-minute walk
test
+
Ashkenazi, T., Weiss, P. L., Orian, D., & Laufer, Y. (2013). Low-cost virtual reality intervention program for children with developmental coordination disorder: A pilot feasibility study. Pediatric Physical Therapy, 25(4), 467-473
Barnhart, B. H., Davenport, M., Epps, S. B., & Nordquist, V. M. (2003). Developmental coordination disorder. Physical Therapy, 83(8), 722-731.
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REFERENCES
ABBREVIATIONS
Treatment Approaches: Cognitive Orientation to daily Occupational Performance (CO-OP); Dynamic Performance Analysis (DPA); Le Bon Départ (LBD); Motor Imagery Training (MIT);
Neuromotor Task Training (NTT); Perceptual Motor Training (PMT); Sensory Integration Training (SIT); Taekwondo (TKD). Study Types: Randomized Control Trial (RCT); Randomized Trial
(RT). Diagnoses: Attention Deficit Disorder (ADD); Attention Deficit Hyperactivity Disorder (ADHD); Pervasive Developmental Disorder (PDD). Outcome Measures: Body Coordination Test
for Children (BCTC); Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2; BOTMP); Children’s Assessment of Participation and Enjoyment (CAPE); Canadian Occupational Performance
Measure (COPM); Children’s Self-Perceptions of Adequacy and Predilection for Physical Activity (CSAPPA); Coordination Skills Questionnaire (CSQ); Developmental Coordination Disorder
Questionnaire (DCD-Q); Hand Held Dynamometer (HDD); Movement Assessment Battery for Children (M-ABC); Motor Control Test (MCT); Perceived Efficacy and Goal Setting in Children
with Disabilities (PEGS); Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA); Strengths and Difficulties Questionnaire (SDQ); Sensory
Organization Test (SOT); Trampoline Body Coordination Test (TBCT); Test of Gross Motor Development (TGMD-2); Unilateral Stance Test (UST); Visual Analog Scale (VAS)
