Rhythm Effect on Dance Learning in Typical Development Children and Children With Motor Disorders. (DANS-APP)

Toulouse University Hospital

Status: Enrolling

Conditions: Cerebral Palsy (CP)

Treatments: Behavioral: With regular rhythm; Behavioral: Without regular rhythm

Study type: Interventional

Funder types: Other

Identifiers

NCT06137625

ANR-21-CE28-0031 (Other Grant/Funding Number)

RC31/22/0039

Details and patient eligibility

About

Cerebral Palsy (CP) or Developmental Coordination Disorder (DCD) leads to motor troubles impacting the everyday life, social participation and academic difficulty . According to some authors, CP and DCD pertain to a same continuum of motor disorders (MD) (Pearsall-Jones et al., 2010).Those children show an alteration in Perceptivo-Motor Procedural Learning (PMPL), corresponding to the acquisition of everyday life skill (for CP: Gagliardi et al., 2011; Gofer-Levi et al., 2013; for DCD: Gheysen et al., 2011; Blais et al., 2018). Also, recommended rehabilitation for this population are based on procedural learnings (for CP: Novak et al., 2013; for DCD: Blank et al., 2019; Inserm, 2019). It's true for dancing which present high evidence to enhance motor, cognitive, psychoaffective and social functions of this children (Cherriere, Martel, et al., 2020; Cherriere, Robert, et al., 2020). Dance is a physical activity that involve procedural learning to memorise movement sequences (choreography). Rhythm can be define as a stimuli repetition at a regular interval (Grahn & Brett, 2007; Patel, 2003). Recently studies tend to shown that rhythm is essential to enhance motor control and procedural learning (Ghai et al., 2022; Lagarrigue et al., 2021). To validate this hypothesis, the investigators will evaluate typical development children and children with CP MD learning of a dance choreography with and without rhythm.

Enrollment: 68 estimated patients

Sex: All

Ages: 8 to 16 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

For all the participants:

• Aged from 8 to 16 include.
• Free, informed, written, and signed consent of the holders of parental authority
• Free and informed consent of the minor
• Affiliation with or benefiting from a social security scheme.
• Ability to understand the instructions (investigator's assessment)

For the participant with Motor disorders (MD):

1. For children with CP:

   • CP diagnosis
   • Gross Motor Function Classification System level between I to IV.
   • Manual Ability Classification System level between I to IV.

2. For children with DCD:

   • A diagnosis of DCD

For the participant with typical development:

• No CP diagnosis
• No neurological trouble nor functional disfunction including developmental coordination disorder.

Exclusion criteria

• -Autism spectrum disorder diagnosed according to the DSM-5 (APA, 2015)
• Hearing deficiency diagnosed according to the DSM-5 (APA, 2015) or uncorrected hearing deficiency that doesn't allows the participant to hear a music with a sound level between 45 and 70 decibels.
• Visual deficiency diagnosed according to the DSM-5 (APA, 2015)
• Intellectual developmental disorder diagnosed according to the DSM-5 (APA, 2015)
• Behavioural disorders diagnosed according to the DSM-5 (APA, 2015)
• Diagnosed epilepsia
• Pregnancy (check in young pubescent and sexually active women) or breastfeeding.
• Children already include in ongoing interventional study.
• Children with both parent who benefit of legal protection (guardianship, curatorship, safeguard of justice).

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Crossover Assignment

Masking: Double Blind

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68 participants in 2 patient groups

Motor disorders

Experimental group

Description:

Children with motor disporders

Treatment:

Behavioral: Without regular rhythm

Behavioral: With regular rhythm

Typical developing

Active Comparator group

Description:

Typical developing children

Treatment:

Behavioral: Without regular rhythm

Behavioral: With regular rhythm