Effects of group-activity intervention with multisensory storytelling on gross motor function and activity participation in children with cerebral palsy

Abstract

This study determined the effectiveness of 16 multisensory storytelling sessions on physical function and activity participation in children with cerebral palsy. Twenty-four children aged 7 to 8 who belonged to stage I to III of the Gross Motor Function Classification System were randomly divided into experimental and control groups, with 12 children in each group. The experimental group performed group activities through multisensory storytelling for 60 min, twice a week for 8 weeks, while the control group performed structured physical activities. The motor function, activity participation, and peer relationship skills were measured. The collected data were analyzed using the SPSS 25.0 for windows program, and the significance level (α) for statistical verification was set to 0.05. The Wilcoxon signed-rank test was performed for intragroup changes in motor function and activity participation in the experimental and control groups. The Mann–Whitney U-test was used to compare the difference between the 2 groups. Both groups improved gross motor function (P<0.05) and activity participation (P<0.05). A significant difference between both groups was also measured. Multisensory storytelling resulted in significant improvements in large motor function and activity participation. Therefore, it can be an effective intervention for improving gross motor function and activity participation in children with cerebral palsy.

Guides or guidelines for interacting and playing with medical complex children: a qualitative documentary research

“…For the CSHCN-CC group, which depends on others to play and interact, there is a need to encourage initiatives that stimulate adult-child interaction . Thus, activities mediated by the adult’s voice and bodily expression become the object of play, how interaction is established, and a dialogue captured by the emission of signals ( 30 - 31 ) . It is recommended that, during care, the CSHCN-CC be called by their caregiver (professional or family member) by their name, that he talks to him about what will be done, play hide-and-seek, and repeat these actions until responses are obtained, such as the emission of guttural sounds or spontaneous or reflex movement.…”

“…“Doing it again” involves the child’s ability to step out of themselves, lose themselves in the other (this other may be a situation, a place, a person, an object or a word) and return to themselves in a way transformed by the experience of being another. Similar experiences allow the child to become familiar with the external world, with ideas, feelings and actions whose potential can be transformative, allowing them to glimpse new possibilities for relationships between worlds ( 31 ) .…”

“…When interacting with CSHCN-CC, play needs to be accompanied by sensory stimuli (hearing, sight and touch) to elicit pleasurable responses that can be seen in facial expressions (smiling, looking) or other parts of the body. The stimulus awakens interest in sound, touch, and other elements in the environment, leading the child to seek them out, directing their gaze to the source of the voice and touch, for example ( 31 - 32 ) .…”

“…Para los NNEAS-CCC, que dependen totalmente de otros para jugar e interactuar, es necesario fomentar iniciativas que estimulen la interacción adulto-niño . Por ende, las actividades mediadas por la voz y la expresión corporal del adulto se convierten en objeto de juego, medio por el cual se establece una interacción y un diálogo captado por la emisión de señales ( 30 - 31 ) . Se recomienda que, durante la prestación del cuidado, el cuidador (profesional o familiar) del NNEAS-CCC lo llame por su nombre, que hable con él y le informe lo que hará, juegue a las escondidas y repita esas acciones hasta obtener respuestas, como la emisión de sonidos guturales o movimientos espontáneos o reflejos.…”

“…“Hacerlo de nuevo” implica la capacidad del niño de salir de sí mismo, perderse en el otro (este otro puede ser una situación, un lugar, una persona, un objeto o una palabra) y volver a sí mismo de una manera transformada por la experiencia de ser otro. Experiencias similares permiten que el niño se familiarice con el mundo externo, con ideas, sentimientos y acciones, cuyo potencial puede ser transformador, permitiéndole vislumbrar nuevas posibilidades de relación entre los mundos ( 31 ) .…”