A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities

Houwen, Suzanne; Putten, Annette van der; Vlaskamp, Carla

doi:10.1016/j.ridd.2014.05.006

Cited by 57 publications

(70 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although a whole range of strategies and interventions related to motor activation in people with severe or profound intellectual disability is available (Houwen et al, 2014), the number of welldesigned, theory-driven, and evidence-based movement-oriented interventions explicitly for people with PIMD is minimal. To our knowledge, the only existing intervention is the Mobility Opportunities Via Education (MOVE; Bidabe & Lollar, 1995) curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…A few studies, however, have found that children and adults with more severe levels of intellectual disability can also profit from movement-oriented interventions (Houwen, van der Putten, & Vlaskamp, 2014;Jones et al, 2007;van der Putten, Vlaskamp, Reynders, & Nakken, 2005). For example, Jones et al (2007) found positive effects on problem behaviour in adults with a profound intellectual disability after a rebound therapy-based exercise program.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Motor activation in people with profound intellectual and multiple disabilities in daily practice

Putten

Bossink

Frans

et al. 2016

Journal of Intellectual & Developmental Disability

Self Cite

View full text Add to dashboard Cite

Background People with profound intellectual and multiple disabilities (PIMD) are at risk of being motorically inactive. This study investigated the degree and type of motor activation in daily practice and its relationship to personal and contextual factors. Method A total of 58 participants with PIMD participated in the study. Data concerning the motor activation were collected by means of a diary over a period of 14 days. Relationships to personal and contextual factors were analysed using multilevel analyses. Results The mean number of transfers was 3.1 times per day (range: 0-9, SD = 1.4), the mean number of relocations was 7.7 times per day (range: 2-13, SD = 2.5), and the mean number of motor activities offered was 1.5 per day (range: 0-10, SD = 1.9). Relationships to age, gender, location, and day of week were found. Conclusion Motor activation seems to be a minor part of the support provided to people with PIMD.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Motor activation in people with profound intellectual and multiple disabilities in daily practice

Putten

Bossink

Frans

et al. 2016

Journal of Intellectual & Developmental Disability

Self Cite

View full text Add to dashboard Cite

show abstract

“…The reviews selected from this process included seating interventions [8], power mobility interventions [9], motor interventions [10], and treadmill training [11], as well as reviews of measurement tools suitable for children with CP [12], children using seating interventions [13], and children using power mobility [14]. The additional tools were only included based on agreement of the two reviewers if at least one study evidencing psychometric properties of these clinical tools and their use in measuring intervention outcomes with children with CP classified as GMFCS level IV or V was identified.…”

Section: Methodsmentioning

confidence: 99%

Measuring Outcomes for Children with Cerebral Palsy Who Use Gait Trainers

Livingstone

Paleg

2016

Technologies

View full text Add to dashboard Cite

Gait trainers are walking devices that provide additional trunk and pelvic support. The primary population of children using gait trainers includes children with cerebral palsy (CP) functioning at Gross Motor Function Classification System (GMFCS) levels IV and V. A recent systematic review found that evidence supporting the effectiveness of gait trainer interventions for children was primarily descriptive and insufficient to draw firm conclusions. A major limitation identified was the lack of valid, sensitive and reliable tools for measuring change in body structure and function, activity and participation outcomes. Twelve different clinical tools were identified in the systematic review and in this paper we review and discuss the evidence supporting their reliability, validity and clinical utility for use with children using gait trainers. We also describe seven additional clinical measurement tools that may be useful with this intervention and population. The Pediatric Evaluation of Disability Inventory (PEDI) rated highest across all areas at this time. Individualized outcome measures, such as the Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling and measuring user satisfaction with tools, such as the Quebec User Evaluation of Satisfaction with assistive Technology, show potential for gait trainer outcomes research. Spatiotemporal measures appear to be less useful than functional measures with this intervention and population. All tools would benefit from further development for use with children with CP functioning at GMFCS levels IV and V.

show abstract

“…This has enabled robots to help with a variety of human-like functions, as well as to aid with the goal of improving social skills in individuals with disability [36].…”

Section: Related Workmentioning

confidence: 99%

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Conti

Nuovo

Buono

et al. 2016

Int J of Soc Robotics

145

105

View full text Add to dashboard Cite

Research in the area of robotics has made available numerous possibilities for further innovation in the education of children, especially in the rehabilitation of those with learning difficulties and/or intellectual disabilities. Despite the scientific evidence, there is still a strong scepticism against the use of robots in the fields of education and care of people. Here we present a study on the acceptance of robots by experienced practitioners (specialized in the treatment of intellectual disabilities) and university students in psychology and education sciences (as future professionals). The aim is to examine the factors, through the Unified Theory of Acceptance and Use of Technology (UTAUT) model, that may influence the decision to use a robot as an instrument in the practice. The overall results confirm the applicability of the model in the context of education and care of children, and suggest a positive attitude towards the use of the robot. The comparison highlights some scepticism among the practitioners, who perceive the robot as an expensive and limited tool, while students show a positive perception and a significantly higher willingness to use the robot. From this experience, we formulate the hypothesis that robots may be accepted if more integrated with standard rehabilitation protocols in a way that benefits can outweigh the costs.

show abstract

A systematic review of the effects of motor interventions to improve motor, cognitive, and/or social functioning in people with severe or profound intellectual disabilities

Cited by 57 publications

References 67 publications

Motor activation in people with profound intellectual and multiple disabilities in daily practice

Motor activation in people with profound intellectual and multiple disabilities in daily practice

Measuring Outcomes for Children with Cerebral Palsy Who Use Gait Trainers

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Contact Info

Product

Resources

About