Purpose: We assessed potential benefits of an intervention combining ride-on-toy navigation training (RNT) and structured upper extremity play activities (SUPA) added to usual care relative to usual care only on affected upper extremity (UE) function in unilateral cerebral palsy. Methods: Fifteen children (3–8 years) participated in a 19-week, single-arm trial involving baseline testing (T0), 6-week usual care only phase, preintervention testing (T1), 6-week intervention phase (RNT + SUPA plus usual care), postintervention testing (T2), and 4-week retention test (T3). Children received RNT + SUPA 3–4 sessions/week. Outcome measures included the Shriners Hospital Upper Extremity Evaluation, Quality of Upper Extremity Skills Test, ABILHAND-Kids questionnaire, and video-based measures. Results: Compared with Usual Care Only, RNT + SUPA combined with usual care was associated with short-term improvements in spontaneous and independent affected UE use during bimanual tasks on researcher-rated and parent-reported measures. Conclusions: We found preliminary evidence suggesting potential benefit of a community-based, caregiver-supported RNT + SUPA program.
Purpose: Children with neurodisabilities, including cerebral palsy and rare diseases, often experience significant mobility limitations. Locomotor training, including a combination of partial body weight–supported treadmill training and overground walking in a supported stepping device, may support functional development. This study evaluated the feasibility of a 6-week locomotor training program for young children with neurodisabilities and significant motor impairments. Methods: A single-group pre–post study included 71 children (mean age = 2.8 years). Feasibility was assessed using Bowen’s framework across 4 domains: limited efficacy testing, practicality, acceptability, and adaptability. Outcome measures included Goal Attainment Scaling, Canadian Occupational Performance Measure, 10-m walk test, and 6-minute walk test. Results: All outcome measures improved. Goal Attainment Scaling scores increased from 12.8 to 56.2, with 85% achieving goals. Canadian Occupational Performance Measure and mobility outcome measures exceeded clinically meaningful thresholds. The program was well-tolerated (mean therapy hours = 14.1), was adaptable across a heterogeneous cohort, and there were no major adverse events. Conclusions: Locomotor training involving partial body weight–supported treadmill training and overground walking in supported stepping devices is feasible and beneficial for young children with neurodisabilities and significant motor impairments. Further studies are warranted to explore long-term efficacy and generalizability.
Purpose: To identify the rate of positive delirium screens in children within a pediatric hospital setting. Methods: All Physical, Occupational, and Speech Therapists in our acute-care pediatric medical center were trained to use the Cornell Assessment of Pediatric Delirium (CAPD), an observational delirium screening tool validated for use in children of all ages and developmental stages. Delirium screening was then performed during all therapy sessions, hospital-wide. Results: During the 15-week study period, 1259 delirium screens were completed on 791 unique patients. Delirium was diagnosed in every pediatric unit, with the highest rates noted in the intensive care units (34.3%), but was also found in noncritically ill pediatric patients at a rate of nearly 14%. Conclusion: Delirium occurred in 20.5% of our cohort, which included children hospital-wide. There is a need to implement delirium screening in all pediatric units, not just in the critical care space.
PURPOSE:This study explored special education teachers' (SETs) perceptions of collaboration with school-based physical therapists (SBPTs). METHODS:SETs who taught in the school year 2021 to 2022 completed a survey on participation in and perceived benefit of 7 collaborative activities with SBPTs. RESULTS:Of 238 SETs, 131 collaborated with SBPTs. Instructional and planning activities occurred at similar rates and were both perceived as beneficial. 80.9% of SETs who collaborated with SBPTs reported greater confidence supporting student participation. While SET-SBPT collaboration occurred more often when the SET was a case manager for students with physical therapy (PT) services (89.3%), it also occurred when the SET had no students with PT services (18.8%). CONCLUSIONS:SETs find instructional and planning collaboration with SBPTs beneficial and, importantly, are more confident, increasing participation for students when they collaborate with SBPTs. Enhancing engagement in instructional and planning activities may improve teacher confidence and student participation.
