Rhythm Effect on Dance Learning in Children with and Without Cerebral Palsy. (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) leads to motor impairments and impacts activities of daily living and academic and social achievement (American Psychiatric Association, 2013). Children with CP present impaired procedural learning abilities that is the ability to acquire cognitive-motor skills with practice (Gagliardi et al., 2011; Gofer-Levi et al., 2013). However, some rehabilitative rhythmic interventions, such as adaptive dance training, appear to improve motor, cognitive, psycho-emotional, and social functions in these children (Cherriere, Martel, et al., 2020; Cherriere, Robert, et al., 2020). Rhythm seems to be an important factor in these benefits, probably because regular rhythm improves motor control and learning (Thaut, 2015; Lagarrigue et al., 2021; Ghai et al., 2022). To validate this hypothesis, the investigators propose to evaluate the effects the presence of a regular rhythm on learning of a danse choreography in typically developing children and children with CP.

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 CP:

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

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

Cerebral Palsy

Experimental group

Description:

Children with Cerebral Palsy

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