Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.
Identifieur interne : 000079 ( PubMed/Curation ); précédent : 000078; suivant : 000080Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.
Auteurs : Katy A. Shire [Royaume-Uni] ; Liam J B. Hill [Royaume-Uni] ; Winona Snapp-Childs [États-Unis] ; Geoffrey P. Bingham [États-Unis] ; Georgios K. Kountouriotis [Royaume-Uni] ; Sally Barber [Royaume-Uni] ; Mark Mon-Williams [Royaume-Uni]Source :
- PloS one [ 1932-6203 ] ; 2016.
Abstract
Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years) with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation) in order to obtain clinically significant improvements in specific skills such as handwriting.
DOI: 10.1371/journal.pone.0151354
PubMed: 26967993
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Kountouriotis</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, Manchester Metropolitan University, Manchester, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Psychology, Manchester Metropolitan University, Manchester</wicri:regionArea></affiliation></author><author><name sortKey="Barber, Sally" sort="Barber, Sally" uniqKey="Barber S" first="Sally" last="Barber">Sally Barber</name><affiliation wicri:level="1"><nlm:affiliation>Bradford Institute of Health Research, Bradford Teaching Hospitals NHS Trust, Bradford, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Bradford Institute of Health Research, Bradford Teaching Hospitals NHS Trust, Bradford</wicri:regionArea></affiliation></author><author><name sortKey="Mon Williams, Mark" sort="Mon Williams, Mark" uniqKey="Mon Williams M" first="Mark" last="Mon-Williams">Mark Mon-Williams</name><affiliation wicri:level="1"><nlm:affiliation>School of Psychology, University of Leeds, Leeds, United Kingdom.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>School of Psychology, University of Leeds, Leeds</wicri:regionArea></affiliation></author></analytic><series><title level="j">PloS one</title><idno type="eISSN">1932-6203</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years) with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation) in order to obtain clinically significant improvements in specific skills such as handwriting.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="In-Data-Review"><PMID Version="1">26967993</PMID><DateCreated><Year>2016</Year><Month>03</Month><Day>12</Day></DateCreated><DateRevised><Year>2016</Year><Month>03</Month><Day>24</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Electronic">1932-6203</ISSN><JournalIssue CitedMedium="Internet"><Volume>11</Volume><Issue>3</Issue><PubDate><Year>2016</Year></PubDate></JournalIssue><Title>PloS one</Title><ISOAbbreviation>PLoS ONE</ISOAbbreviation></Journal><ArticleTitle>Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.</ArticleTitle><Pagination><MedlinePgn>e0151354</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1371/journal.pone.0151354</ELocationID><Abstract><AbstractText>Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years) with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation) in order to obtain clinically significant improvements in specific skills such as handwriting.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Shire</LastName><ForeName>Katy A</ForeName><Initials>KA</Initials><AffiliationInfo><Affiliation>School of Psychology, University of Leeds, Leeds, United Kingdom.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Bradford Institute of Health Research, Bradford Teaching Hospitals NHS Trust, Bradford, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Hill</LastName><ForeName>Liam J B</ForeName><Initials>LJ</Initials><AffiliationInfo><Affiliation>School of Psychology, University of Leeds, Leeds, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Snapp-Childs</LastName><ForeName>Winona</ForeName><Initials>W</Initials><AffiliationInfo><Affiliation>Department of Psychological and Brain Sciences, Indiana University, Indiana, United States of America.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bingham</LastName><ForeName>Geoffrey P</ForeName><Initials>GP</Initials><AffiliationInfo><Affiliation>Department of Psychological and Brain Sciences, Indiana University, Indiana, United States of America.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Kountouriotis</LastName><ForeName>Georgios K</ForeName><Initials>GK</Initials><AffiliationInfo><Affiliation>Department of Psychology, Manchester Metropolitan University, Manchester, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Barber</LastName><ForeName>Sally</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Bradford Institute of Health Research, Bradford Teaching Hospitals NHS Trust, Bradford, United Kingdom.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Mon-Williams</LastName><ForeName>Mark</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>School of Psychology, University of Leeds, Leeds, United Kingdom.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2016</Year><Month>03</Month><Day>11</Day></ArticleDate></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>PLoS One</MedlineTA><NlmUniqueID>101285081</NlmUniqueID><ISSNLinking>1932-6203</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><CommentsCorrectionsList><CommentsCorrections RefType="Cites"><RefSource>Can J Occup Ther. 2005 Apr;72(2):67-77</RefSource><PMID Version="1">15881046</PMID></CommentsCorrections><CommentsCorrections 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