Improving dynamic balance by self-controlled feedback in children with cerebral palsy

Aims: Maintaining balance is an important topic for participation of children with Cerebral Palsy (CP) in their own activities. Purpose of the present study was to investigate the effect of selfcontrolled and yoked-group feedback on dynamic balance of children with Spastic Hemiplegic Cerebral Palsy (SHCP).Methods: Using Convenience Sampling Method, twenty students with Cerebral Palsy, aged 8-10 years old, were selected from special schools and divided into the Self-Controlled (SC) and Yoked feedback groups. Children in SC group requested feedback when necessary during the acquisition phase; in contrast, participants in yoked group replicated the feedback schedule of their counterparts in SC group without any choice. Modified Star Excursion Balance Test (SEBT) was used for both dynamic balance intervention and assessment. To analyze the data, Multivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) Tests were performed at p < 0.05.Results: Based on MANCOVA test results, a significant difference were found between SC and Yoked groups after controlling for pretest at least in one balance variables (anterior, posterolateral, and posteromedial). Results of ANCOVA test showed a significant difference between the balance variables in the anterior, Posterolateral, and posteromedial directions in children with cerebral palsy.Conclusions: Findings of our study support the idea that requested feedback in SC conditions could have more benefits for motor learning since it is adjusted with the needs and preferences of children.

Automated summary

The study aimed to investigate the effect of self-controlled and yoked-group feedback on dynamic balance of children with Spastic Hemiplegic Cerebral Palsy. The results showed a significant difference in dynamic balance between the self-controlled and yoked feedback groups after controlling for pretest, indicating that requested feedback in self-controlled conditions could be more beneficial for motor learning in children with cerebral palsy.