VestibulOTherapy: Vestibular Impact on Learning

VestibulOTherapy

Status: Active, not recruiting

Conditions: Attention Deficit Disorder; Educational Problems; Vestibular Disorder

Treatments: Behavioral: VestibulOTherapy

Study type: Interventional

Funder types: Other; Industry

Identifiers

NCT05793216

03072023

Details and patient eligibility

About

Research Question: Will daily engagement in activities tailored to the evidence-based vestibular research result in improved attention and learning outcomes for children ages 6-9 years of age after an 8-week classroom-based intervention?

Full description

"Vestibulotherapy" is an emerging frame of reference aiming to help neurotypical children with under-performing vestibular systems develop neural pathways supporting communication and learning.

Theory based upon systematic review: Given adequate vestibular activation through targeted activities (in an otherwise under-performing vestibular system), myelination and neuroplasticity propagate along learning pathways leading to greater neural connectivity and efficiency for sequencing, ordinance, attention, memory, body schema, spatial cognition, executive function, and interoception.

As a result of prescribed vestibular interventions and gained attributes supporting learning, students will experience increased academic growth and success as outlined by the following model.

Enrollment: 15 estimated patients

Sex: All

Ages: 6 to 10 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• neurotypical development
• between the ages of 6-10 years of age
• performance challenges in school in the areas of math, spelling, organization, sequencing, attention, or engagement
• demonstrate attributes of vestibular dysfunction per the Vestibular Profile
• may have ADD or ADHD
• May have challenges with speech articulation
• good potential for learning and engaging in prescribed interventions

Exclusion criteria

• Neurodiverse development (with the exception of ADHD or ADD)
• Absence of vestibular challenges
• Absence of learning challenges.
• unable to participate in interventions on a routine basis due to attendance or other limitations.

Trial design

Primary purpose: Other

Allocation: N/A

Interventional model: Sequential Assignment

Masking: None (Open label)

---

15 participants in 1 patient group

Classroom interventions

Experimental group

Description:

Students within five classrooms will engage in prescribed vestibular activities embedded within learning curricula to determine the impact of the intervention on learning outcomes, particularly memory, sequencing, attention, and ordinance related outcomes.

Treatment:

Behavioral: VestibulOTherapy