The open rehabilitation journal最新文献

{"title":"Physiological Electromyographic Activation Patterns of Trunk Muscles During Walking","authors":"M. Cioni, M. Pisasale, Salvatore Abela, T. Belfiore, M. Micale","doi":"10.2174/1874943701003010136","DOIUrl":"https://doi.org/10.2174/1874943701003010136","url":null,"abstract":"It is well known that, in spite of its crucial role in the posture, locomotion and voluntary movements, trunk has received less consideration from researchers than upper and lower limbs. On the other hand, rehabilitative interventions of patients with upper motoneuron syndrome have always been focused firstly on treatment and recovery of trunk's posture during standing, sitting and walking. Trunk is a complex anatomical structure and it is composed by a large variety of bones, articulations, ligaments and muscles. From a functional point of view, trunk muscles have been subdivided into two systems: a local system which ensures stability and a global system which enables movements. Muscles of these two systems work by eccentric and concentric contractions, according to the functional needs. Surprisingly, in the literature are reported only a few studies regarding the trunk muscle activations during walking. These studies investigated the electromyographic activation patterns in different experimental conditions as walking on a walkway, over a treadmill at different velocities, in water or in deep-water. Furthermore, data analysis was differently performed by analyzing the qualitative and quantitative features of timing and amplitude of electromyographic recordings for each muscle or by other more sophisticated methods as cluster analysis or principal components analysis. Finally, some variability has been observed in the normal population also including sex differences. The aim of this review is to show the state of art of this topic, in normal subjects.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"136-142"},"PeriodicalIF":0.0,"publicationDate":"2010-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68099603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Muscle Overactivity and Spasticity with Dynamic Polyelectromyography and Motion Analysis","authors":"A. Esquenazi, M. Cioni, N. Mayer","doi":"10.2174/1874943701003010143","DOIUrl":"https://doi.org/10.2174/1874943701003010143","url":null,"abstract":"Damage of the central nervous system often produces an upper motoneuron (UMN) syndrome. Characteristics of the UMS include the presence of positive and negative signs. Positive signs are increased phasic and tonic stretch reflexes, clonus, co-contraction, released flexor reflexes, spastic dystonia, and associated reactions, whereas negative signs signify the loss or impairment of voluntary movement assembly and production. Muscle overactivity seems to be a more suitable term than spasticity, because it evokes more an image of dynamic muscle contraction, which is the general hallmark of all positive signs of UMS. Some of the main patterns of UMN dysfunction include: equinovarus foot, hyper- extended great toe, stiff knee, adducted (scissoring) thighs, and flexed hip. The dynamic poly-EMG recordings of trunk and lower limb muscles in combination with the clinical examination provide a more detailed understanding of the genesis of these abnormal patterns in the UMN.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"143-148"},"PeriodicalIF":0.0,"publicationDate":"2010-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68099617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acoustic Analysis of Voice Change in Normal Speakers Following Transcutaneous Electrical Stimulation to the Laryngeal Area~!2010-04-20~!2010-06-27~!2010-07-29~!","authors":"M. Gorham-Rowan","doi":"10.2174/1874943701003010067","DOIUrl":"https://doi.org/10.2174/1874943701003010067","url":null,"abstract":"Transcutaneous electrical stimulation (TES) is being used more frequently by speech-language pathologists to treat individuals with dysphagia since the advent of VitalStim ® . Anecdotal reports suggest changes in voice quality associated with TES. This study was completed to examine acoustic measures of voice change in normal speakers following TES. Thirty speakers with normal voices, ages 19-59, received 1 hour of TES administered via two pairs of surface electrodes on the anterior neck. Voice recordings were obtained before and after TES, as well as subjective reports post-TES. The results of the study revealed nonsignificant changes in the acoustic voice measures following TES; these changes were highly variable. Participants reported no sensation, a feeling of vocal warm-up, vocal fatigue and/or delayed onset muscle soreness following TES. Some factors that may contribute to these findings include the amount of subcutaneous fat in the laryngeal area and attempts to resist hyolaryngeal lowering associated with TES.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"67-74"},"PeriodicalIF":0.0,"publicationDate":"2010-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68098402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Feldenkrais Classes on the Health and Function of an Ageing Australian Sample: A Pilot Study~!2009-09-14~!2010-03-04~!2010-04-13~!","authors":"S. Hillier, L. Porter, Kate Jackson, J. Petkov","doi":"10.2174/1874943701003010062","DOIUrl":"https://doi.org/10.2174/1874943701003010062","url":null,"abstract":"Participation in regular physical activity has a variety of health benefits including increased levels of function and independence for people who are ageing. The inclusion of motor learning principles into exercise programs is proposed to increase functional benefits. The presence of these principles in the Feldenkrais Method (FM) suggests this may be a beneficial program for the ageing population. Objective: A proof of concept study was conducted to determine the effectiveness of an eight week movement class based on the FM when compared to a generic balance class. Method: A pseudo-randomized controlled pilot study was conducted in an Australian community based organization of healthy people post-retirement, n=22. Self-perceived health and functional status were measured by the Short-Form 36 (SF-36) and Patient-Specific Functional Scale (PSFS) respectively. Objective functional assessment, by a blinded assessor, included the Timed Up and Go Test (TUGT), Functional Reach Test (FRT), Single Leg Stance time (SLS) and Walk on Floor Eyes Closed (WOFEC) measures. Results: There was a significant time effect for all measures except the WOFEC. Post hoc analysis demonstrated significant improvements for both the FM and generic groups in the SF-36, PSFS and FRT and for the FM group only in the SLS test. Conclusions: Classes based on the FM are effective in improving health and functional measures in a healthy ageing population, equally so with the generic class. Considerations for future research include a randomized controlled trial in a rehabilitation setting, with a larger sample size and appropriate measures to detect relevant change in functional levels.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"62-66"},"PeriodicalIF":0.0,"publicationDate":"2010-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68098386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Viability of a Vocal Cord Vibration Switch for Four Children with Multiple Disabilities~!2009-10-06~!2010-02-19~!2010-04-02~!","authors":"Elaine C. Lu, T. Falk, G. Teachman, T. Chau","doi":"10.2174/1874943701003010055","DOIUrl":"https://doi.org/10.2174/1874943701003010055","url":null,"abstract":"This prospective case series evaluated the viability of a recently-developed vocal cord vibration switch with four participants between the ages of 5.8-14.5 years old who had severe motor disabilities and complex communication needs. At the time of study enrolment, participants did not have an established single switch access pathway but were all capable of some form of vocalization, albeit frequently unintelligible. Participants were each provided with a vocal cord vibration switch for unrestricted home use. Participants were subsequently followed for a one-month period and switch viability was evaluated on three separate occasions. Viability of the switch was assessed in terms of quantitative measures such as switch sensitivity, specificity, and user-perceived exertion, along with qualitative characterizations such as ease of use and user satisfaction reported by the participants, their caregivers, and their clinicians. Data from the three consecutive assessments indicated low levels of exertion, device sensitivity between 73.3% and 93.2%, and specificity between 98.1% and 100%. All four participants reported that they liked the device and expressed desire to continue using it. In addition, clinicians and caregivers unanimously agreed that the device was the most viable access solution for their clients.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"55-61"},"PeriodicalIF":0.0,"publicationDate":"2010-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68098347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Provision of Learning Support for University Students with Learning, Mental Health, and Other Forms of Hidden Disabilities~!2009-10-08~!2009-11-24~!2010-03-09~!","authors":"Emmanuel Manalo, J. Ede, Glenis Wong-Toi","doi":"10.2174/1874943701003020023","DOIUrl":"https://doi.org/10.2174/1874943701003020023","url":null,"abstract":"Much of the research on the topic of tertiary students with hidden disabilities has focused on attempting to understand the nature of these disabilities and their impact on students’ academic performance. Very few studies have explored how effective learning support addresses the commonly reported problem of poor academic outcomes. Studies of the latter kind, however, are important in promoting not only learning at all levels from the level of the students and their instructors, to those of institutional management and government policy makers but also the development of effective institutional support mechanisms. This paper describes the support provisions of a university program that aims to facilitate better learning in students with hidden disabilities. Several indicators suggest that the program is achieving this aim. The increasing number of students using the program shows, among other things, that its support provisions are appropriate and are also viewed this way by students and referring agencies. An increasing proportion of students seeking not only assessment and accommodations, but also skills training, suggests that the program is succeeding in promoting student aspirations toward self-development and independent learning. Furthermore, student retention and pass rates indicate parity with other students, therefore addressing the issue of poorer academic performance of students with hidden disabilities. Three case studies illustrate the means by which Learning Advisors from the program assist students with hidden disabilities in meeting these students’ learning development needs.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"23-33"},"PeriodicalIF":0.0,"publicationDate":"2010-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68099860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Accessibility for University Students with Specific Learning Disabilities Using a Computerized Screening System~!2009-06-13~!2009-10-13~!2010-03-09~!","authors":"M. Henning","doi":"10.2174/1874943701003020034","DOIUrl":"https://doi.org/10.2174/1874943701003020034","url":null,"abstract":"This paper considers the diagnostic value of a computer screening system as an alternative, or adjunct, to traditional battery testing systems in identifying the presence of specific learning disabilities (SLD) in university students. In the present times of increasing numbers of students with various forms of disabilities entering tertiary education, institutional fiscal constraints, problems with employing and securing professional staff, and the heightened value placed on time, it would seem sensible to utilize cost and time efficient systems for diagnosing the presence of disabilities in students. This paper therefore considers the use of the Lucid Adult Dyslexia Screening (LADS) system, and draws from the university casebook of one psychologist to highlight its usefulness in terms of increasing accessibility to assessment and associated services. It is argued that, because the diagnostic phase is crucial to the approval and implementation of accommodations, efficiency in the assessment process contributes to reducing barriers that students with SLD may face in gaining access to equitable assistive resources. The conclusion suggests that LADS is a cost and time efficient system, but needs to be used judiciously by considering the clinical history of the student. Scope for further research is also indicated.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"28 1","pages":"34-40"},"PeriodicalIF":0.0,"publicationDate":"2010-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68099876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Special Issue: Supporting University Students with Disabilities-Innovations, Strategies, and Practices that Achieve Results","authors":"Emmanuel Manalo, Glenis Wong-Toi","doi":"10.2174/1874943701003010001","DOIUrl":"https://doi.org/10.2174/1874943701003010001","url":null,"abstract":"Over the past few decades, globalization has brought about many changes to the education environment, such as enhanced aspirations and increased opportunities to participate in tertiary education. Tertiary study is encouraged at many levels: from individuals and their families pursuing future success and prosperity; to ministries of education within governments that are tasked, among other things, with raising the skills and capabilities, productivity, and international competitiveness of their country's citizens [see, e.g., 1-4]. Incorporated in the ever-increasing numbers that are entering tertiary studies are non-traditional students. These include those who are less academically inclined and enrolling in more work skills-based qualifications that are now available in many universities (as well as in polytechnics, institutes of technology, and TAFE-technical and further education-colleges where they had traditionally been offered); international students for whom the knowledge and experiences acquired from other countries might provide an advantage for future career prospects; mature students who have re-evaluated the relevance and desirability of tertiary education for themselves; returning students seeking further qualifications to improve promotional prospects or take on new directions in their careers; and students who have various forms of disabilities who, by their very participation, are contributing to dispelling the notions of disabilities on what an individual can achieve [see, e.g., 5-11]. To varying degrees, universities and tertiary institutions worldwide are taking steps to remove barriers that hinder the success of these non-traditional students. Such efforts include the provision of resources and support mechanisms aimed at alleviating disadvantages these students may experience, and the re-examination of educational views and teaching approaches to facilitate the necessary developments toward greater inclusiveness. This Special Issue of The Open Rehabilitation Journal focuses on programs and strategies that enhance learning outcomes for students with various forms of disabilities or impairments. The research literature on disability support has focused mainly on the visible or more obvious challenges faced by students with disabilities. These include reports on the implementation of strategies to facilitate mobility access, the provision of services for students with various forms of sensory impairment, the development of software to overcome or circumvent problems in access to or use of information-in essence, strategies that address minimizing the effects of physical and sensory impairments. In contrast, there is little research literature about strategies that address issues or challenges in effective learning once students with disabilities are enrolled in tertiary studies. However, students' abilities to learn effectively directly impact on their …","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2010-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68098743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘If they Can`t Stand the Heat ’: Supporting the Academic Development of Higher Education Students with Anxiety and Depression Disorders","authors":"M. Stevenson","doi":"10.2174/1874943701003010041","DOIUrl":"https://doi.org/10.2174/1874943701003010041","url":null,"abstract":"Increasing numbers of university students live with psychiatric or mental disabilities. Two of the most common categories of mental disorder are anxiety and depression. It is commonly assumed that the support for these students is provided by mental health practitioners such as counselors. However these disorders have an impact on the students' learning and there is a role for those engaged in teaching at university (lecturers, tutors, and academic language and learning advisers) in supporting these students. This entails having some understanding of the effects of anxiety and depression on students' learning and of the effects of the still pervasive prejudice against those with mental disorders. A number of strategies are suggested that teachers can use in responding to the learning needs of students with anxiety and depression. These strategies have been used successfully for some years in a large Australian university.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"41-46"},"PeriodicalIF":0.0,"publicationDate":"2010-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68098329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges in Managing Disability in Higher Education, Illustrated by Support Strategies for Deaf and Hard of Hearing Students","authors":"M. Brett","doi":"10.2174/1874943701003010004","DOIUrl":"https://doi.org/10.2174/1874943701003010004","url":null,"abstract":"There has been a significant and consistent increase in the numbers and proportion of students disclosing disability at enrollment in Australian higher education. The growth in student numbers has paralleled the introduction and enhancement of legislative and policy instruments that enable their participation. Whilst significant changes are evident in higher education institutional and policy contexts which demonstrate a willingness and commitment to enabling student participation, significant challenges remain in implementing services that support the participation, learning and success of students experiencing disability. The intersection between disability and higher education results in complex problems for which innovative solutions are required. This complexity is evident in the participation of those with profound hearing impairments. Service delivery methods that function effectively in community or other educational contexts are not adequate in higher education contexts. The sophisticated language and conceptual requirements of higher education are not well accommodated through the dominant support models of Auslan (Australian sign language) interpreting and notetaking. In this context, a support model involving the provision of live captions has been successfully trialled at an Australian university. This is now the dominant mode of support for the university's students with profound hearing impairments. The implementation of live captioning, and its adoption at other institutions within Australia, provides insights into practices that are effective in enabling student participation in higher education.","PeriodicalId":90985,"journal":{"name":"The open rehabilitation journal","volume":"3 1","pages":"4-8"},"PeriodicalIF":0.0,"publicationDate":"2010-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68098756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}