完全脊髓损伤患者坐位使用NESs-FESs接口的学习曲线:初步研究

Felipe Augusto Fiorin, L. Sartori, María Verónica González Méndez, Christiane Henriques Ferreira, Maria Bernadete de Morais França, E. Krueger
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引用次数: 0

摘要

辅助技术的使用,如神经电信号和功能性电刺激(NESs-FESs)的非侵入性接口,可以减轻脊髓损伤(SCI)的影响,包括运动、感觉和自主神经功能的损害。然而,它需要一个适应过程,通过将学习曲线调整到一个极端相关的点来提高用户的性能。因此,在这项初步研究中,我们分析了两名完全性脊髓损伤患者(PA:截瘫- t6, PB:四肢瘫痪- c4)的学习曲线,并获得了分类器(AcCSP - LDA)的准确性、日常训练的重复次数以及使用ess -FESs界面的16种干预措施激活FESs的命中和未命中次数的结果。我们假设数据是非参数的,并对数据之间的相关性进行了Spearman ρ检验(和p值)。两名被试的学习曲线存在差异,这种差异受到与个体使用者相关和不相关因素的影响。无论这些因素如何,PA在学习曲线上都有显著改善,因为与PB相比,在第一次干预中,PA在所有变量中都呈现较低的值,尽管只有PA显示出统计学相关性(RLL的AcCSP - LDA值)。结论是,尽管根据用户的内在因素和所使用设备的功能而变化,但16个干预措施足以达到良好的学习效果来控制NESs-FESs界面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Learning Curve of People with Complete Spinal Cord Injury Using a NESs-FESs Interface in the Sitting Position: Pilot Study
The use of assistive technologies, such as a non-invasive interface for neuroelectrical signal and functional electrical stimulation (NESs-FESs), can mitigate the effects of spinal cord injury (SCI), including impairment of motor, sensory, and autonomic functions. However, it requires an adaptation process to enhance the user’s performance by tuning the learning curve to a point of extreme relevance. Therefore, in this pilot study, the learning curves of two people with complete SCI (PA: paraplegic-T6, and PB: quadriplegic-C4) were analyzed, with results obtained on the accuracy of the classifier (AcCSP−LDA), repetitions of intra-day training, and number of hits and misses in the activation of FESs for sixteen interventions using the NESs-FESs interface. We assumed that the data were non-parametric and performed the Spearman’s ρ test (and p-value) for correlations between the data. There was variation between the learning curves resulting from the training of the NESs-FESs interface for the two participants, and the variation was influenced by factors both related and unrelated to the individual users. Regardless of these factors, PA improved significantly in its learning curve, as it presented lower values in all variables in the first interventions compared to the PB, although only PA showed statistical correlation (on AcCSP−LDA values in RLL). It was concluded that despite the variations according to factors intrinsic to the user and the functioning of the equipment used, sixteen interventions were sufficient to achieve a good learning effect to control the NESs-FESs interface.
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