Investigation of Walking Ability in 161 Patients With Duchenne Muscular Dystrophy.

IF 0.7 4区医学 Q3 PEDIATRICS

Clinical Pediatrics Pub Date : 2026-03-23 DOI:10.1177/00099228261429136

Ying Guo, Xiaofang Wu, Yun Xie, Wen Zhai, Na Cai, Wenhao Shi, Hua Chen, Tingting Liu, Qiaowei Shi, Xiao Ge Zhang

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引用次数: 0

Abstract

We aimed to identify modifiable risk factors affecting ambulation in Chinese children with Duchenne muscular dystrophy (DMD) by analyzing follow-up data from 161 patients with DMD. Continuous variables were compared using t-test or the Wilcoxon rank-sum test (for non-normally distributed variables). Cox regression determined factors influencing walking ability, and the log-rank test compared retention of walking ability between school-going and non-school-going patients. Hormone therapy (HR 3.72; P = .033), school attendance (HR 5.20; P = .010), and Disability and Social Support Rating Scale scores (HR 1.16; P = .021) significantly predicted loss of ambulation. Vitamin D levels were lower in ambulatory children with DMD who lost the ability to walk (F = 26.246, P = .000). Hormone therapy improved the 10-m walking time, while rehabilitation influenced the decumbent position and walking times. Early hormone therapy combined with consistent rehabilitation and school engagement is recommended for preserving ambulation.

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161例杜氏肌营养不良患者行走能力调查。

我们旨在通过分析161例杜氏肌营养不良症（DMD）患儿的随访数据，确定影响DMD患儿行走的可改变危险因素。使用t检验或Wilcoxon秩和检验（非正态分布变量）比较连续变量。Cox回归确定影响步行能力的因素，log-rank检验比较上学和不上学患者的步行能力保留情况。激素治疗（HR 3.72; P = 0.033）、学校出勤率（HR 5.20; P = 0.010）和残疾和社会支持评定量表评分（HR 1.16; P = 0.021）显著预测活动能力丧失。失去行走能力的DMD患儿的维生素D水平较低（F = 26.246, P = 0.000）。激素治疗提高了10米步行时间，而康复治疗影响了仰卧位和步行时间。建议早期激素治疗结合持续的康复和学校参与来保持活动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Pediatrics 医学-小儿科

CiteScore

2.10

自引率

6.20%

发文量

189

审稿时长

3-8 weeks

期刊介绍： Clinical Pediatrics (CLP) a peer-reviewed monthly journal, is a must read for the busy pediatrician. CLP contains state-of-the-art, accurate, concise and down-to earth information on practical, everyday child care topics whether they are clinical, scientific, behavioral, educational, or ethical.