@article{1989da4502c14948b7a97d9cfd2f50c5,
title = "A Physical Therapy Intervention to Advance Cognitive and Motor Skills: A Single Subject Study of a Young Child with Cerebral Palsy",
abstract = "Background: Physical therapy interventions for children with severe motor impairments do not address the relationship between motor and cognitive development. Purpose: Evaluate the potential of a physical therapy intervention focusing on enhancing cognitive and motor outcomes in a child with severe motor impairments. Design: AB phase design without reversal. Methods: One child participated in 8 assessments from 4 to 29 months of age. The START-Play intervention was provided for 3 months following 4 baseline assessments over 12 months. Total Gross Motor Function Measure (GMFM), Sitting, Reaching, and Problem Solving assessments were completed. Visual inspection, 2 standard deviation (SD) Band Method, and percent of nonoverlapping data methods evaluated change. Results: This child had improved GMFM total and sitting scores, increased frequency of toys contacts, and increased rate of problem-solving behaviors following intervention. Conclusion: START-Play shows promise for children with severe motor impairments. Additional research is needed to evaluate efficacy. Video Abstract: For more insights from the authors, access Supplemental Digital Content 1, available at: http://links.lww.com/PPT/A273. (Pediatr Phys Ther 2019;31:347-352).",
keywords = "cerebral palsy, cognitive, early intervention, motor, physical therapy",
author = "Dusing, {Stacey C.} and Harbourne, {Reggie T.} and Lobo, {Michele A.} and Sally Westcott-Mccoy and Bovaird, {James A.} and Kane, {Audrey E.} and Gullnar Syed and Marcinowski, {Emily C.} and Koziol, {Natalie A.} and Brown, {Shaaron E.}",
note = "Funding Information: The assessment and intervention protocol for the clinical trial from which this subject was identified was published in 2018.23 Data collection for the visits included in this article was supported by grants from the Foundation for Physical Therapy (Pediatric Research Grant 2013, Dusing), Children's Hospital of Richmond Foundation (Research Grant, Dusing 2014) , and the Institute of Education Sciences, National Center for Special Education Research, Early Intervention and Early Learning in Special Education (PI Harbourne, Award #R324A150103). Funding Information: The assessment and intervention protocol for the clinical trial from which this subject was identified was published in 2018.23 Data collection for the visits included in this article was supported by grants from the Foundation for Physical Therapy (Pediatric Research Grant 2013, Dusing), Children{\textquoteright}s Hospital of Richmond Foundation (Research Grant, Dusing 2014) , and the Institute of Education Sciences, National Center for Special Education Research, Early Intervention and Early Learning in Special Education (PI Harbourne, Award #R324A150103). Publisher Copyright: {\textcopyright} 2019 Academy of Pediatric Physical Therapy of the American Physical Therapy Association.",
year = "2019",
month = oct,
day = "1",
doi = "10.1097/PEP.0000000000000635",
language = "English (US)",
volume = "31",
pages = "347--352",
journal = "Pediatric Physical Therapy",
issn = "0898-5669",
publisher = "Lippincott Williams and Wilkins",
number = "4",
}