Task‐specific training: evidence for and translation to clinical practice

Hubbard, Isobelle J.; Neilson, Cheryl

doi:10.1002/oti.275

Cited by 356 publications

(293 citation statements)

References 78 publications

(88 reference statements)

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“…Task-specific motor training is an evidence-based intervention used by many therapists working in stroke rehabilitation (Hubbard, Parsons, Neilson, & Carey, 2009). Task-specific training involves repetitive practice that is 'specific' to a motor task, such as handwriting, as opposed to 'non-specific' tasks such as picking up beads.…”

Section: Synopsismentioning

confidence: 99%

“…Task-specific training involves repetitive practice that is 'specific' to a motor task, such as handwriting, as opposed to 'non-specific' tasks such as picking up beads. Practice tasks are goal-directed, meaningful (Bayona, Bitensky, Salter, & Teasell, 2005;Hubbard et al, 2009) and related to a specific task (Dobkin, 2004). Individual components of tasks are often practised, known as 'part-practice', in order to concentrate on specific movements or component skills necessary for the task (Birkenmeier, Prager, & Lang, 2010;Page, Levine, & Leonard, 2005).…”

Section: Synopsismentioning

confidence: 99%

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Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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facilities, health-related websites and in a seniors' newspaper. Eligibility criteria included having sustained a stroke at least three months previously, having self-reported difficulties with, and goals related to, handwriting, being able to hold a pen, and having sufficient cognitive and communication skills to complete a daily home program.A four-week, home-based handwriting training program was delivered by an occupational therapist. The intervention applied principles of task-specific motor training, involving intensive practice of meaningful handwriting tasks related to participant goals. Whole handwriting tasks were practised, as well as problematic handwriting task components. An occupational therapist provided supervised practice and coaching, giving feedback on task performance and using shaping to achieve the right level of challenge. Two 1-hour therapy sessions were provided per week. Another three hours per week of independent, unsupervised practice was prescribed to increase practice intensity. Participants were taught cognitive strategies to analyse their handwriting performance and problem-solve ways to improve specific handwriting features.Handwriting performance was measured at baseline, after the training program (at four weeks) and four weeks later. The primary outcome measure was the modified Evaluation Tool of Children's Handwriting-Words (mETCH-W), a subtest of the Handwriting Assessment Battery (HAB). Secondary outcome measures included other subtests of the HAB, the modified Four Point Scale, and the modified Disability of the Arm, Shoulder and Hand (DASH) Scale. Legibility was scored by a blinded rater.Feasibility of recruitment, intervention and outcome measures was evaluated using descriptive statistics, including means, standard deviations and proportions. Utility of the outcome measures was also evaluated by comparing participant score at baseline, postintervention and follow-up. Mean or median change scores were then calculated between these three time points and reported with a 95% confidence interval or interquartile range.Results: Seven adults with stroke were recruited over 18 months (eligibility fraction 43% of those screened, and enrolment fraction 78% of those eligible). There were no dropouts. Mean time post stroke was 2.6 years (range: 3 months to 7 years). Mean age was 71 years (range: 50 to 87 years). Mean disability measured using the Modified Rankin Scale was 2.3 (range 1 to 4). Although recruitment was slow, the intervention was feasible. Participants completed a mean of 7.9 hours of occupational therapy supervised handwriting practice (range: 7.6 to 8.3 hours) and 10 hours of independent practice (range: 6 to 14 hours). Participants were able to

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Section: Synopsismentioning

confidence: 99%

Section: Synopsismentioning

confidence: 99%

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Simpson

McCluskey

Lannin

et al. 2015

Disability and Rehabilitation

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show abstract

“…Additionally, traditional approaches to using automated devices often do not encourage patients to try to stand-up, thus may discourage active muscle engagement compared to clinician-assisted transfers. Clinicians' concerns regarding mechanical sit-to-stand devices arise in part from current practice paradigms that emphasize intensive, taskspecific training for promoting recovery of function and cortical reorganization following neurologic injury [20,21].…”

Section: Introductionmentioning

confidence: 99%

Kinematic and electromyographic analyses of normal and device-assisted sit-to-stand transfers

et al. 2012

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“…Literature reviews of primary topics and original research relevant to neuromotor rehabilitation in stroke are included in this issue. Hubbard et al (2009), in Task-specifi c training: evidence for and translation to clinical practice, review in detail mechanisms of and current evidence for task-specifi c training. Evidence for bilateral training is provided by Stoykov and Corcos (2009) in A review of bilateral training for upper extremity hemiparesis.…”

Section: Occupational Therapy and Neuromotor Interventionsmentioning

confidence: 99%

Occupational therapy and neuromotor interventions

Conti¹

2009

Occupation Therapy Intl

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Task‐specific training: evidence for and translation to clinical practice

Abstract: There is mounting evidence of the value of task-specifi c training as a neuromotor intervention in neurological rehabilitation

Cited by 356 publications

References 78 publications

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Feasibility of a home-based program to improve handwriting after stroke: a pilot study

Kinematic and electromyographic analyses of normal and device-assisted sit-to-stand transfers

Occupational therapy and neuromotor interventions

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