Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice?
Through secondary analyses of the Small Step. Randomized Control Trial, we tested the hypothesis that children at risk of developing cerebral palsy (CP) or other neurodevelopmental disorders would learn what they practice, i.e., that they would have a more rapid development within the specifically t...
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doaj-91a6e79d4e184529bc0f06f82498886d2020-11-25T03:54:32ZengMDPI AGJournal of Clinical Medicine2077-03832020-06-0192041204110.3390/jcm9072041Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice?Kristina Löwing0Linda Holmström1Rita Almeida2Ann-Christin Eliasson3Neuropediatric Unit, Department of Women’s and Children’s Health, Karolinska Institutet, SE-171 76 Stockholm, SwedenNeuropediatric Unit, Department of Women’s and Children’s Health, Karolinska Institutet, SE-171 76 Stockholm, SwedenStockholm University Brain Imaging Center (SUBIC), Stockholm University, SE-106 91 Stockholm, SwedenNeuropediatric Unit, Department of Women’s and Children’s Health, Karolinska Institutet, SE-171 76 Stockholm, SwedenThrough secondary analyses of the Small Step. Randomized Control Trial, we tested the hypothesis that children at risk of developing cerebral palsy (CP) or other neurodevelopmental disorders would learn what they practice, i.e., that they would have a more rapid development within the specifically trained foci (hand use or mobility) of each time period compared to the development rate within the foci not trained at that time. Nineteen infants (6.3 (1.62) months corrected age) included in the Small Step program were assessed at six time points during the intervention. For statistical analysis, general and mixed linear models were used, and the independent variables were the Peabody Developmental Motor scale (stationary, locomotion, grasping and visuomotor sub scales), the Gross Motor Function Measure-66 and the Hand Assessment for Infants. Outcomes related to gross motor function improved significantly more after mobility training than after hand use training, while fine motor function was improved to the same extent following both training types. Significantly higher improvements after the first training period were seen in one out of three outcome measures in both gross and fine motor assessments. The improvements observed were all independent of diagnosis at two years. The concept “you learn what you practice” was most clearly confirmed in the case of gross motor development.https://www.mdpi.com/2077-0383/9/7/2041early interventioncerebral palsydevelopmentother neurological disordergross motor functionupper limb function |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Kristina Löwing Linda Holmström Rita Almeida Ann-Christin Eliasson |
spellingShingle |
Kristina Löwing Linda Holmström Rita Almeida Ann-Christin Eliasson Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice? Journal of Clinical Medicine early intervention cerebral palsy development other neurological disorder gross motor function upper limb function |
author_facet |
Kristina Löwing Linda Holmström Rita Almeida Ann-Christin Eliasson |
author_sort |
Kristina Löwing |
title |
Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice? |
title_short |
Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice? |
title_full |
Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice? |
title_fullStr |
Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice? |
title_full_unstemmed |
Do Infants at Risk of Developing Cerebral Palsy or Other Neurodevelopmental Disorders Learn What They Practice? |
title_sort |
do infants at risk of developing cerebral palsy or other neurodevelopmental disorders learn what they practice? |
publisher |
MDPI AG |
series |
Journal of Clinical Medicine |
issn |
2077-0383 |
publishDate |
2020-06-01 |
description |
Through secondary analyses of the Small Step. Randomized Control Trial, we tested the hypothesis that children at risk of developing cerebral palsy (CP) or other neurodevelopmental disorders would learn what they practice, i.e., that they would have a more rapid development within the specifically trained foci (hand use or mobility) of each time period compared to the development rate within the foci not trained at that time. Nineteen infants (6.3 (1.62) months corrected age) included in the Small Step program were assessed at six time points during the intervention. For statistical analysis, general and mixed linear models were used, and the independent variables were the Peabody Developmental Motor scale (stationary, locomotion, grasping and visuomotor sub scales), the Gross Motor Function Measure-66 and the Hand Assessment for Infants. Outcomes related to gross motor function improved significantly more after mobility training than after hand use training, while fine motor function was improved to the same extent following both training types. Significantly higher improvements after the first training period were seen in one out of three outcome measures in both gross and fine motor assessments. The improvements observed were all independent of diagnosis at two years. The concept “you learn what you practice” was most clearly confirmed in the case of gross motor development. |
topic |
early intervention cerebral palsy development other neurological disorder gross motor function upper limb function |
url |
https://www.mdpi.com/2077-0383/9/7/2041 |
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