吸气肌和平衡训练对偏瘫性脑瘫儿童的影响:一项随机对照试验。

IF 1.1 4区 医学 Q4 CLINICAL NEUROLOGY
Developmental Neurorehabilitation Pub Date : 2022-01-01 Epub Date: 2021-04-01 DOI:10.1080/17518423.2021.1905727
Büşra Kepenek-Varol, Hülya Nilgün Gürses, Dilara Füsun İçağasıoğlu
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引用次数: 3

摘要

本研究的目的是探讨吸气肌和平衡训练对偏瘫性脑瘫(CP)患儿肺功能、呼吸肌力量(RMS)、功能容量和平衡的影响。本研究纳入30例偏瘫儿童CP(大运动功能分类系统I-II)。对照组(n = 15)接受常规物理治疗康复计划(CPRP),包括平衡练习,训练组(n = 15)在CPRP的基础上进行吸气肌训练(IMT),为期8周。结果测量为肺功能测试、RMS测量、6分钟步行测试(6MWT)和平衡测试。两组间肺功能、平衡、6MWT距离评分变化差异无统计学意义(p > 0.05),而训练组最大吸气、呼气压进一步升高(p > 0.05)。RMS评估和识别需要IMT的儿童,并在CPRP中加入IMT,将有助于CP儿童的康复方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of Inspiratory Muscle and Balance Training in Children with Hemiplegic Cerebral Palsy: A Randomized Controlled Trial.

The aim of the study was to investigate the effects of inspiratory muscle and balance training on pulmonary function, respiratory muscle strength (RMS), functional capacity, and balance in children with hemiplegic cerebral palsy (CP). Thirty children with hemiplegic CP (Gross Motor Function Classification System I-II) included in this study. The control group (n = 15) underwent conventional physiotherapy rehabilitation program (CPRP) that included balance exercises, and the training group's (n = 15) program included inspiratory muscle training (IMT) in addition to CPRP for 8 weeks. The outcome measures were pulmonary function test, RMS measurement, the six-minute walk test (6MWT), and balance tests. There were no significant differences in the score changes of pulmonary function, balance, and 6MWT distance between groups (p > .05), whereas maximum inspiratory and expiratory pressure further increased in the training group (p > .05). RMS assessment and the identification of children who need it, and adding IMT to CPRP will contribute greatly to the rehabilitative approach of children with CP.

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来源期刊
Developmental Neurorehabilitation
Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS
CiteScore
3.10
自引率
0.00%
发文量
27
审稿时长
6-12 weeks
期刊介绍: Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.
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