Virtual Reality in Pediatric Neurorehabilitation: Attention Deficit Hyperactivity Disorder, Autism and Cerebral Palsy

Wang, Michelle; Reid, Denise

doi:10.1159/000320847

Cited by 177 publications

(105 citation statements)

References 109 publications

(98 reference statements)

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“…18 Using VR as an educational and therapeutic tool allows instructors and therapists to offer both flexibility and control when administering treatments, increasing the probability of skill transfer and ensuring safety during learning. 8 Flexibility is essential when designing therapeutic programs because children with neurodevelopmental disorders are not only heterogeneous, but also require extra learning support. 8 The treatment programs for individuals with CP increasingly use virtual environments (VR) to improve motor functioning.…”

Section: Brien Et Almentioning

confidence: 99%

“…8 Flexibility is essential when designing therapeutic programs because children with neurodevelopmental disorders are not only heterogeneous, but also require extra learning support. 8 The treatment programs for individuals with CP increasingly use virtual environments (VR) to improve motor functioning. Yet, although these programs are successful in terms of adherence, it remains unclear if increases in motor functioning in virtual environments transfer positively to motor functioning in natural environments.…”

Section: Brien Et Almentioning

confidence: 99%

“…Michelle et al 8 reviewed VR in pediatric neurorehabilitation, using evidence published in the last decade. Thirteen articles were located, among them findings on the use of VR in CP; they also observed that the located studies had small samples and that their levels of scientific significance were low.…”

Section: B Introductionmentioning

confidence: 99%

“…2011 8 Using VR as an educational and therapeutic tool allows instructors and therapists to offer both flexibility and control when administering treatments, increasing the probability of skill transfer and ensuring safety during learning. The participants demonstrated clear preferences, initiation and learning.…”

mentioning

confidence: 99%

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Motor learning through virtual reality in cerebral palsy - a literature review

Massetti¹,

Silva²,

Ribeiro³

et al. 2014

Medical Express

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Cerebral palsy is a well-recognized neurodevelopmental condition beginning in early childhood and persisting throughout life. It is considered the most common non-progressive neurological disease of childhood. Subjects with cerebral palsy present complex motor skill disorders, the primary deficits being abnormal muscle tone that affects posture and movement, alterations of balance and of motor coordination, decrease in strength and loss of selective motor control, with secondary issues of contracture and bone deformity. This population may have difficulties in motor skill learning processes. Skill learning is learning as a result of repeated exposure and practice. Due to the increasing use of virtual reality in rehabilitation and the significance of motor development learning of subjects with cerebral palsy, we have recognized the need for studies in this area. The purpose of this study was to investigate the results of previous studies on motor learning using virtual reality with patients with cerebral palsy. Initially, 40 studies were found, but 30 articles were excluded, as they did not fulfil the inclusion criteria. The data extracted from the ten eligible studies is summarized. The studies showed benefits from the use of virtual reality in children with cerebral palsy in gross motor function and improvements in motor learning with skill transfer to real-life situations. Therefore, virtual reality seems to be a promising resource and a strategic option for care of these children. However, there are few studies about motor learning with virtual reality use. The long term benefits of virtual reality therapy are still unknown.

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Section: Brien Et Almentioning

confidence: 99%

Section: Brien Et Almentioning

confidence: 99%

Section: B Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Motor learning through virtual reality in cerebral palsy - a literature review

Massetti¹,

Silva²,

Ribeiro³

et al. 2014

Medical Express

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“…) are not designed to target and support the movements of disabled children 11 . Conversely, customised technologies such as assistive robotic devices that facilitate movements of the child to participate in the computer or functional activity are expensive and time-consuming to produce 11 .…”

mentioning

confidence: 99%

A pilot single-blind multicentre randomized controlled trial to evaluate the potential benefits of computer-assisted arm rehabilitation gaming technology on the arm function of children with spastic cerebral palsy

et al. 2016

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This is a repository copy of ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Title pageA pilot single-blind multicentre randomised controlled trial to evaluate the potential benefits of computer-assisted arm rehabilitation gaming technology on arm function of children with spastic cerebral palsy. Run Authors: All authors meet the criteria described in Information and Instructions to the authors.A pilot single-blind multicentre randomised controlled trial to evaluate the potential benefits of computer-assisted arm rehabilitation gaming technology on arm function of children with spastic cerebral palsy. AbstractObjective: To evaluate the potential benefits of computer-assisted arm rehabilitation gaming technology on arm function of children with spastic cerebral palsy.Design: a single-blind randomised controlled trial design. Power calculations indicated that 58 children would be required to demonstrate a clinically important difference.Setting: Intervention was home-based; recruitment took place in regional spasticity clinics.Participants: Fifteen children with cerebral palsy aged five to twelve years were recruited; eight to the device group.Interventions: Both study groups spasticity treatment with botulinum toxin; the intervention group also received a rehabilitation gaming device.Main measures: ABILHAND-kids and Canadian Occupational Performance Measure were performed by blinded assessors at baseline, six and twelve weeks.Results: An ANCOVA showed no group differences in mean ABILHAND-kids scores between time points. A non-parametric ANOVA on Canadian Occupational Performance Measure scores showed a statistically significant improvement across time points (x 2 (2,15)=6.778, p=0.031) but this improvement did not reach minimal clinically important difference. Mean daily device use was seven minutes. Recruitment did not reach target due to unanticipated staff shortages in clinical services. Feedback from children and their families indicated that the games were not sufficiently engaging to promote sufficient use that was likely to result in functional benefits. Conclusion:This study suggests that computer-assisted arm rehabilitation gaming does not benefit arm function but a Type II error cannot be ruled out. Clinical messages: The use of ass...

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UK secondary school therapists' online communication with their clients and future intentions

Hennigan

Goss

2016

Couns and Psychother Res

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AimsThis study sought to understand: (1) UK school counsellors' use of computer technology to communicate with pupils as of March 2014; (2) perceived barriers to its further implementation; and (3) practitioners' expectations regarding future use of online therapy, to extend understanding of these issues in UK secondary schools. It is the first study of its kind to be carried out in the United Kingdom.MethodA pluralist, mixed‐methods approach utilised quantitative and thematic qualitative analysis of an Internet survey of UK secondary schools.ResultsOf 3753 schools approached, 246 responded, and of these, 45% had no online communication with their clients and 52% were using various forms of online communication; 43% used online communication (mostly email) for administrative purposes; and 9% offered therapy via email, Skype and Face Time (3% did not respond). The three main motivators for developing therapeutic contact online were as follows: evidence of reaching pupils with psychological barriers to accessing face‐to‐face help, evidence of demand from pupils and access to appropriate training. The main perceived deterrents were as follows: impact on the quality of the relationship, issues around confidentiality, and impact of lack of visual and auditory cues.ConclusionThis mixed landscape in terms of current and planned future use of technology by school counsellors revealed perceived practical and ethical challenges. However, it is notable that all of these can be addressed using currently available resources, for example through exposure to existing literature and research, and through specialist training.

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Virtual Reality in Pediatric Neurorehabilitation: Attention Deficit Hyperactivity Disorder, Autism and Cerebral Palsy

Cited by 177 publications

References 109 publications

Motor learning through virtual reality in cerebral palsy - a literature review

Motor learning through virtual reality in cerebral palsy - a literature review

A pilot single-blind multicentre randomized controlled trial to evaluate the potential benefits of computer-assisted arm rehabilitation gaming technology on the arm function of children with spastic cerebral palsy

UK secondary school therapists' online communication with their clients and future intentions

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