Repetition increases motor learning. Learning improves when child self-organizes movement(s) in the context of various tasks.
Tasks can also be practiced in the context of adaptive equipment. For example, the results of practice in reaching were documented in children with spastic quadriplegia. Patients demonstrated greater changes in movement time post-practice intervention than with neurodevelopmental therapy intervention.
Children in both treatment groups demonstrated reduced movement time and movement units in reaching with both therapy interventions; however, reaction time did not change with either intervention.
Fetters L, Kluzik J. The effects of neurodevelopmental treatment versus practice on the reaching of children with spastic cerebral palsy. Physical Therapy 1996;76:346-58.
Article Index
- 4. Rehabilitation Management
- Rehabilitation Management: Purpose
- Role of the Therapist in the Spasticity Management Team
- Rehabilitation Management: Treatment Options
- Rehabilitation Management: Therapeutic Exercise
- Rehabilitation Management: Neurodevelopmental Training
- Rehabilitation Management: Functional Training
- Rehabilitation Management: Practice of Functional Tasks
- Rehabilitation Management: Serial Casting
- Rehabilitation Management: Orthotics
- Rehabilitation Management: Upper Extremity Orthotics
- Rehabilitation Management: Lower Extremity Orthotics
- Rehabilitation Management: Strengthening
- Rehabilitation Management: Functional Electrical Stimulation
- Rehabilitation Management: Measures of Treatment Outcome
- All Pages
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