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Innovative interventions: neuromodulation to enhance motor learning in autismAlaniz, Michele L. 23 August 2024 (has links)
Autism spectrum disorders are best understood as a complex set of symptoms that impact social, communication, and behavioral skills. Autistic brains have abnormalities in the anatomy, neural architecture, cytoarchitecture, and neurotransmitter systems (Bharath et al., 2019; Dicarlo & Wallace, 2022; Fatemi et al., 2012; Friedman et al., 2006; Karvat & Kimchi, 2014; Xu et al., 2020). This unique neurology may partially explain why motor impairments are so widespread in this population. Motor impairments are present in up to 88% of autistic people, emerging in early life and persisting into adulthood (Kangarani-Farahani et al., 2023; Liu et al., 2014). These deficits exert a cascading impact, contributing to impairments in daily living skills (Miller et al., 2024; Ozboke et al., 2021; Travers et al., 2022). Creating motor phenotypes that describe how a person’s physiology relates to their unique neurology may help with developing more effective interventions. This program investigates the correlation between biomarkers and psychomotor measures in autistic children. From there, an adjunct intervention is deployed to improve neuromodulation while engaging in motor learning. The goal is to move the field of occupational therapy towards a more precise and effective delivery model in order to achieve greater gains with less dosing of therapy.
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Vliv tříměsíčního tréninku na motoriku hokejistů předškolního věku / The impact of a three-month training on motor functions in preschool hockey playersKopalová, Magdaléna January 2012 (has links)
Title: The impact of a three-month training on motor functions in preschool hockey players Objectives: The goal of this diploma thesis is to summarize the knowledge about motor functions in preschool children. Also to find suitable test methods which should help to evaluate the motor level of children this age who are attending the preparation course in the hockey club Sparta Praha and also evaluate the influence of a three month hockey training on postural maturity and development of motor skills on the regular surface and on the ice. Methods: The pre-experiment was conducted in hockey preparation course HC Sparta Praha in preschool children during their training. It was carried out using 5 tests evaluating postural maturity, which were evaluated by two physiotherapists and 4 tests evaluating the level of motor skills on the regular surface and on the ice, which was measured on time. Tests were performed twice, with a three-month interval. Results: After three months of training, there was no substantial improvement in postural maturity assessment tests, although the consensus of the two physiotherapists in the assessment of the postural tests maturity was relatively high, for both measurements. The top rated test was tandem walk over the line. In this test, there was also the most improvement...
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Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk.Van Niekerk, Chirine January 2012 (has links)
Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006).
The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems).
Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems.
The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners.
The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems.
Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking.
It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.
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Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk.Van Niekerk, Chirine January 2012 (has links)
Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006).
The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems).
Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems.
The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners.
The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems.
Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking.
It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.
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Výskyt senzomotorických obtíží u dětí se sluchovým postižením / Occurrence of sensomotoric disorders in children with hearing impairmentFiedlerová, Kateřina January 2020 (has links)
Title: Occurrence of coordination disorders in children with hearing impairment Objectives: The aim of this master thesis was to verify the hypothesis that children with hearing impairment have higher incidence of sensorimotor issues byassessing their motor skills, physical fitness and somatognostic functions. A partial goal was to assess the correlation between the methods used. Methods: The examination group consisted of 73 children (27 girls and 46 boys) with hearing impairment aged 7 to 16 years (mean age 11.9 ± 2.8 years). The mean weight of the children was 47.7 ± 17.4 kg, the mean height was 153 ± 17.5 cm and the average BMI value was 19.7 ± 4.1. Following methods for testing of children with hearing impairment were utilized: the Movemet Assessment Battery for Children - Second Edition (MABC-2) and Unifittest 6-60. Results were evaluated according to Czech standards. All children were also tested for their somatognostic functions according to Kolář. Furthermore, anamnestic data were obtained from parents of 54 children using a non-standardized questionnaire. In the case of 20 children, the assessment was repeated after 3 years. Statistica and Microsoft Excel 2016 were used for data processing. Results: The hypothesis was confirmed, i.e. children with hearing impairment have higher incidence...
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Korelace pohybové aktivity, motoriky a plochonoží u dětí ve věku 7-15 let / Correlation of physical activity, motor skills and flat feet in children aged 7-15 yearsPavelková, Anna January 2021 (has links)
Author: Bc. Anna Pavelková Title: Correlation of physical activity, motor skills and flat feet in children aged 7-15 years Objectives: The aim of the diploma thesis is to map the level of physical activity of selected age population of children that were indicated for physiotherapy, based on a questionnaire of physical activity PAQ-C. To monitor whether we find physical activity at levels 1 and 2 out (low physicalactivity)outof 5 levelspossible in children with flatfeet,on the basisof the PAQ- C questionnaire. Further objectify the flatfeet using a podoscope, and determine the level of the flatfeet according to Clement. Confirm / disprove the effect of the level of flatfeet on the achievement of the percentile (component and total) of the test battery MABC-2 in the evaluation of motor skills (especially balance and gross motor skills). Methods: A group of 15 children aged ± 10 years with diagnosed flatfeet (indicated for individual or group physiotherapy) formed a research sample for our study. Probands filled out an anamnestic questionnaire and a questionnaire on physical activity PAQ-C. Photographs of the plantogram of patients' were taken from the podoscope using a Huawei P9 Lite mobile camera (2017) placed on a tripod. The level of flatfeet was evaluated according to Clement based on the...
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The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delaysScott, Jessie Lynne 03 1900 (has links)
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on
selected fundamental motor skills of children (ages 9 to 12) who were identified as
having motor development delays. The group of participants identified included
seven boys and one girl.
The study followed an A-B-A reversal design. The intervention was a
rhythm-based training programme. The dependent variables were the motor
abilities of bilateral coordination, balance and upper-limb coordination, assessed
using the BOT-2. The results of an ANOVA for dependent groups indicated a
significant improvement in bilateral coordination and no change in balance. The
improvement in upper-limb coordination was attributed to a familiarisation or
learning effect on the test. A descriptive analysis of each child’s results revealed
high variability in the effect of participation in the programme.
The results of this study supported the conclusion that a rhythm-based
coordination-training programme may help children with coordination problems
improve their bilateral coordination, which will have a positive impact on the
performance on many fundamental gross motor skills. / AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die
geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar)
ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die
geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in.
Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n
ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die
motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie
wat geassesser is deur middel van BOT-2. Die resultate van ‘n
ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale
koördinasie en geen verandering in balans nie. Die verbetering in boonste
ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van
die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë
veranderlikheid aan die lig gebring op die effek van deelname in die program.
Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n
ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met
koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n
positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese
vaardighede.
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Chronological Age as a Factor in Motor Learning in the Mentally RetardedFarrar, William Howard 05 1900 (has links)
The problem investigated is that of determining if there are differences in the ability of mentally retarded persons over age 21 to learn motor skills as opposed to those under 21. Data were gathered at the Denton State School on 110 subjects.
The first chapter is concerned with the theoretical background, purpose, and the hypothesis. The second chapter contains information on subjects, materials, method, and statistical treatment. The third chapter covers presentation and discussion of the data, and the fourth chapter includes the summary, conclusions and recommendations.
Results of the study indicated that there were few differences between the two groups. Future studies should be run with samples from individual age groups extending from 6 through 21. This would be realistic in establishing a motor learning curve for this population.
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Objektivizace poruch jemné motoriky horních končetin u pacientů s vrozenými neuropatiemi / Objectification of disorders fine motor skills of the upper extremities in patients with hereditary neuropathiesNývltová, Marcela January 2010 (has links)
In the first part of the thesis Objectification of disorders of the fine motor skills of the upper extremities in the patients with hereditary neuropathies there are mentioned some brief informations about characteristics, classifications, clinical symptoms, deformities and testing of upper extremities, rehabilitation and treatment of CMT neuropathy. The practical part of this thesis is concerned with testing and evaluating of strength, fine motor skills and sensation of the upper extremities in the patients with CMT. For the measurement of the hand strenght the dynamometry and the functional muscle test are used. The Jebsen-Taylor test, the Nine-Hole Peg Test and the examination of static and dynamic handgrip rating are used. For the examination of the sensation the Nottingham Sensory Assessment is used. CMT neuropathy score and Overall Neuropathy Disability Scaleare are used for the classification of disability. The aim of this thesis is the comparison of the muscle strength and the function of the dominant and non-dominant hand. Partial aim of thesis is detection of the correlations between tests. According to the results CMT disease leads to the muscle strenght weakness and to worsening of the fine motor skills mainly of the dominant upper extremity. This may be the result of overwork weakness. For...
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Hodnocení motorických dovedností u dětí s Downovým syndromem pomocí MABC-2testu / Assessment of motor skills in children with Down syndrome using MABC-2 testBlažková, Markéta January 2016 (has links)
This diploma thesis deals with the issue of children with Down syndrome. Down syndrome is the most common genetic disorder with trisomy 21st chromosome with typical overal psychomotoric delay. The thesis is focused on the specific difficultes of children with Down syndrome, with emphasis on motor skills. Children with Down syndrome are examined by standard motion test Movement Assessment Battery for Children, 2nd edition (MABC-2). There are a total of 19 children ranging in age 3-14 years. The control group of children is chosen in similar age group, a total of 20 children. Simultaneously at work is compared a parameter of achievement independent walking. This milestone is very often assessed and used in children with Down syndrome. The results show that children with Down syndrome in comparison with healthy peers did not achieve the similar level of motor skills. In the percentile rating, the children reached the level below the 5th percentile of standard norms. Powered by TCPDF (www.tcpdf.org)
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