Transfer of motor learning from virtual to natural environments in individuals with cerebral palsy

Monteiro, Carlos Bandeira de Mello; Massetti, Thaís; Silva, Talita Dias da; Kamp, John van der; Abreu, Luíz Carlos de; Leone, Cláudio; Savelsbergh, Geert J.P.

doi:10.1016/j.ridd.2014.06.006

Cited by 76 publications

(92 citation statements)

References 31 publications

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“…This study used software that uses 3D images to reproduce a coincidence-timing task developed and tested by the Department of Electronic System Engineering of the Polytechnic School, University of São Paulo (EP/USP) (see also Silva et al [13] and de Mello Monteiro et al [14]) and upgraded by the Laboratory of Information Systems from the University of São Paulo.…”

Section: Methodsmentioning

confidence: 99%

“…The coincident timing task was based on the Bassin Anticipation Timer [7, 15–21] and consisted of a task used worldwide by many authors (see Chiviacowsky et al [3]; de Mello Monteiro et al [14]; Corrêa et al [18]) aiming to assess and verify motor learning considering the performance obtained by decreasing the errors, or the variability of errors.…”

Section: Methodsmentioning

confidence: 99%

“…During the three phases of the study, we used blocks of 5 attempts each to ensure fairness in the evaluation of performances of the participant, as used in several studies [3, 14, 18]. All participants made 20 trial acquisitions (divided into 4 blocks), 5 trial retentions after 10 min with no contact with the task (1 block) and 5 trial transfers immediately after retention trials (1 block).…”

Section: Methodsmentioning

confidence: 99%

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Short-term motor learning through non-immersive virtual reality task in individuals with down syndrome

et al. 2017

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BackgroundDown syndrome (DS) has unique physical, motor and cognitive characteristics. Despite cognitive and motor difficulties, there is a possibility of intervention based on the knowledge of motor learning. However, it is important to study the motor learning process in individuals with DS during a virtual reality task to justify the use of virtual reality to organize intervention programs. The aim of this study was to analyze the motor learning process in individuals with DS during a virtual reality task.MethodsA total of 40 individuals participated in this study, 20 of whom had DS (24 males and 8 females, mean age of 19 years, ranging between 14 and 30 yrs.) and 20 typically developing individuals (TD) who were matched by age and gender to the individuals with DS. To examine this issue, we used software that uses 3D images and reproduced a coincidence-timing task.ResultsThe results showed that all individuals improved performance in the virtual task, but the individuals with DS that started the task with worse performance showed higher difference from the beginning. Besides that, they were able to retain and transfer the performance with increase of speed of the task.ConclusionIndividuals with DS are able to learn movements from virtual tasks, even though the movement time was higher compared to the TD individuals. The results showed that individuals with DS who started with low performance improved coincidence- timing task with virtual objects, but were less accurate than typically developing individuals.Trial registration ClinicalTrials.gov Identifier: NCT02719600.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Short-term motor learning through non-immersive virtual reality task in individuals with down syndrome

et al. 2017

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“…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. 20 Three studies included in this review, Straker et al, 6 Golomb et al 15 and Grecco et al 17 claim that motor learning can be potentiated with VR, with transfer of motor abilities and real-life integration; they observed that VR can also be an important educational and therapeutic tool. Forms of physical therapy seek to promote motor learning through the administration of functional training and multiple sensory stimuli.…”

Section: Brien Et Almentioning

confidence: 99%

“…In the studies found, the number of participants was between 3 and 64 subjects. The research of de Mello Monteiro et al 20 included 64 individuals, 32 with CP and 32 normally developing individuals; all were observed practicing two coincidence-timing tasks. In the more tangible button-press task, the individuals were required to 'intercept' a falling virtual object at the moment it reached the interception point by pressing a key.…”

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confidence: 99%

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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Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

et al. 2019

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Autism spectrum disorder (ASD) is associated with persistent deficits in social communication and social interaction, including impaired multisensory integration, which might negatively impact cognitive and motor skill performance, and hence negatively affect learning of tasks. Considering that tasks in virtual environment may provide an engaging tool as adjuncts to conventional therapies, we set out to compare motor performance between young people with ASD and a typically developing (TD) control group that underwent coincident timing tasks based on Kinect (no physical contact) and on Keyboard (with physical contact) environments. Using a randomized repeated cross‐over controlled trial design, 50 young people with ASD and 50 with TD, matched by age and sex were divided into subgroups of 25 people that performed the two first phases of the study (acquisition and retention) on the same device—real or virtual—and then switched to the other device to repeat acquisition and retention phases and finally switched on to a touch screen (transfer phase). Results showed that practice in the virtual task was more difficult (producing more errors), but led to a better performance in the subsequent practice in the real task, with more pronounced improvement in the ASD as compared to the TD group. It can be concluded that the ASD group managed to transfer the practice from a virtual to a real environment, indicating that virtual methods may enhance learning of motor and cognitive skills. A need for further exploration of its effect across a number of tasks and activities is warranted. Autism Res 2020, 13: 307–319. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Individuals with autism spectrum disorder are known to have difficulties with learning motor tasks. Considering that performing motor tasks in virtual environment may be an engaging tool as adjuncts to conventional therapies, we aimed to estimate performance in tasks regardless of physical touch. Results showed that participants had more difficulty using the non‐touch task; however, virtual training improved performance on the physical (real) task. This result indicates that virtual methods could be a promising therapeutic approach for the ASD population.

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Transfer of motor learning from virtual to natural environments in individuals with cerebral palsy

Cited by 76 publications

References 31 publications

Short-term motor learning through non-immersive virtual reality task in individuals with down syndrome

Short-term motor learning through non-immersive virtual reality task in individuals with down syndrome

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

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

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