Interactive Motor Learning with the Autonomous Training Assistant: A Case Study

2015 ◽  
pp. 495-506 ◽  
Author(s):  
Ramin Tadayon ◽  
Troy McDaniel ◽  
Morris Goldberg ◽  
Pamela M. Robles-Franco ◽  
Jonathan Zia ◽  
...  
Keyword(s):  
Motor Learning

scholarly journals Integration of Motor Learning Principles Into Real-Time Ambulatory Voice Biofeedback and Example Implementation Via a Clinical Case Study With Vocal Fold Nodules

2017 ◽  
Vol 26 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Jarrad H. Van Stan ◽  
Daryush D. Mehta ◽  
Robert J. Petit ◽  
Dagmar Sternad ◽  
Jason Muise ◽  
...  
Keyword(s):  
Motor Learning ◽  
Relative Frequency ◽  
Vocal Fold ◽  
Clinical Case ◽  
Clinical Effectiveness ◽  
Vocal Behavior ◽  
Clinical Case Study ◽  
Learning Principles ◽  
Vocal Fold Nodules

Purpose Ambulatory voice biofeedback (AVB) has the potential to significantly improve voice therapy effectiveness by targeting one of the most challenging aspects of rehabilitation: carryover of desired behaviors outside of the therapy session. Although initial evidence indicates that AVB can alter vocal behavior in daily life, retention of the new behavior after biofeedback has not been demonstrated. Motor learning studies repeatedly have shown retention-related benefits when reducing feedback frequency or providing summary statistics. Therefore, novel AVB settings that are based on these concepts are developed and implemented. Method The underlying theoretical framework and resultant implementation of innovative AVB settings on a smartphone-based voice monitor are described. A clinical case study demonstrates the functionality of the new relative frequency feedback capabilities. Results With new technical capabilities, 2 aspects of feedback are directly modifiable for AVB: relative frequency and summary feedback. Although reduced-frequency AVB was associated with improved carryover of a therapeutic vocal behavior (i.e., reduced vocal intensity) in a patient post-excision of vocal fold nodules, causation cannot be assumed. Conclusions Timing and frequency of AVB schedules can be manipulated to empirically assess generalization of motor learning principles to vocal behavior modification and test the clinical effectiveness of AVB with various feedback schedules.

Motor learning guided treatment for acquired apraxia of speech: a case study investigating factors that influence treatment outcomes

2017 ◽  
Vol 21 (4) ◽  
pp. 213-223 ◽  
Author(s):  
Rachel K. Johnson ◽  
Joanne P. Lasker ◽  
Julie A.G. Stierwalt ◽  
Megan K. MacPherson ◽  
Leonard L. LaPointe
Keyword(s):  
Motor Learning ◽  
Treatment Outcomes ◽  
Apraxia Of Speech

Cloud-Based Personalized Movement Student Learning

2018 ◽  
pp. 395-409
Author(s):  
Thomas Kourtessis ◽  
Andreas G. Avgerinos ◽  
Haralambos Tsiantis ◽  
Maria Liberi ◽  
Emmanouil Goufas
Keyword(s):  
Learning Disabilities ◽  
Motor Learning ◽  
Developmental Coordination Disorder ◽  
Individual Characteristics ◽  
Teaching Methodologies ◽  
Motor Dexterity ◽  
The Individual ◽  
Coordination Disorder ◽  
School Movement

This chapter presents a case study related to the development of an in-school framework that is concerned with the identification, assessment and interventional management of children with developmental coordination disorder and motor learning disabilities. The aim was to use reliable and tested procedures of identification and assessment as well as to adopt teaching methodologies that discover, reveal and use the individual characteristics of each child to reduce the limitations and to make in-school movement situations accessible to all students. The initial goal was not necessarily the immediate improvement of motor dexterity of the child, but the improvement of the psychological and socio-affective.

A principled approach to equipment scaling for children’s sport: A case study in basketball

2020 ◽  
pp. 174795412095456
Author(s):  
AD Gorman ◽  
J Headrick ◽  
I Renshaw ◽  
CJ McCormack ◽  
KM Topp
Keyword(s):  
Motor Learning ◽  
Size Ratio ◽  
Basketball Players ◽  
Anthropometric Measures ◽  
Ball Size ◽  
Hand Size ◽  
Prior Experiences

The aims of this research were to (a) demonstrate how a principled approach using anthropometric measures of the hand can be used to identify the most appropriate basketball size for junior basketball players and (b) examine participants’ preferences in relation to the use of different sized basketballs after gameplay. The hand spans and hand lengths of junior and senior male basketball players were measured and used to create hand size-to-ball-size ratios. Junior male basketball players also competed in 3 vs 3 half-court games using size 3, 4, 5, and 6 basketballs. Using the hand size-to-ball-size ratio as a means of scaling equipment for junior basketball players revealed that the most appropriate ball for 11-year-old boys is size 3 or 4, however, the junior players preferred using the larger basketballs (size 5 and 6) during gameplay. Anthropometric measures of the hand can be used by sports administrators and coaches as a principled means to scale sports equipment for juniors. Given that the preferred ball size appears to be influenced by the prior experiences of each child, it may be important for scaled equipment to be introduced during the initial stages of motor learning.

P2.064 A model of post-stroke walking retraining based on contemporary motor learning principles: a case study

2008 ◽  
Vol 14 ◽  
pp. S59
Author(s):  
V. DePaul ◽  
L.R. Wishart ◽  
J. Richardson ◽  
T.D. Lee
Keyword(s):  
Motor Learning ◽  
Post Stroke ◽  
Learning Principles

Effect of Training on Upper-Extremity Prosthetic Performance and Motor Learning: A Single-Case Study

2008 ◽  
Vol 89 (6) ◽  
pp. 1199-1204 ◽  
Author(s):  
Alexander W. Dromerick ◽  
Christopher N. Schabowsky ◽  
Rahsaan J. Holley ◽  
Brian Monroe ◽  
Anne Markotic ◽  
...  
Keyword(s):  
Motor Learning ◽  
Upper Extremity ◽  
Single Case ◽  
Single Case Study

scholarly journals Object Control Skills Training for Children With Intellectual Disability: An Implementation Case Study

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110306
Author(s):  
Catherine M. Capio ◽  
Kathlynne F. Eguia
Keyword(s):  
Intellectual Disability ◽  
Motor Learning ◽  
Process Evaluation ◽  
Program Design ◽  
Skills Training ◽  
Implementation Framework ◽  
Object Control ◽  
Movement Skills ◽  
Children With Intellectual Disability

Children with intellectual disability (ID) tend to have difficulty with mastering fundamental movement skills, associated with cognitive deficits that impair skill acquisition. In this case study, motor learning evidence was transformed into an object control skills training program for children with ID in a school context. An implementation framework was used for program design, pilot, and evaluation. Research evidence on error-reduced motor learning was combined with practitioners’ insights to inform the program design. Children with ID in the participant school were allocated to a training or control group for the pilot; object control skills proficiency was the measured outcome. The lead trainer was interviewed and their notes were reviewed for process evaluation. Significant improvements in participants’ object control skills proficiency were found following training. The process evaluation confirmed fidelity and identified implementation factors. The systematically designed application was found beneficial for children with ID. Implementation criteria were identified for future iterations of an error-reduced approach to training movement skills of children with ID.

Motor Learning Made Possible Using a Tool of Applied Psychophysiology: Quantitative Surface Electromyography

Biofeedback ◽  
2016 ◽  
Vol 44 (1) ◽  
pp. 24-27 ◽  
Author(s):  
Jeffrey E Bolek
Keyword(s):  
Motor Learning ◽  
Surface Electromyography ◽  
Speech Therapy ◽  
Treatment Approach ◽  
Applied Psychophysiology ◽  
Treatment Area ◽  
Sitting Posture ◽  
The Subject ◽  
Home And School

Motor learning is achieved when the subject learns to associate “if movement A, then event B occurs.” Before using surface electromyography to promote motor learning, one must establish that the subject is capable of the cause and effect described above otherwise, the failure to learn may be assumed to be due to a failure in the modality used, in this case SEMG. If the subject is truly incapable of motor learning then no treatment approach is going to be successful. In this case study, quantitative surface electromyography is used to help a 7-year-old child with autistic-like behaviors learn to sit with an upright posture on a bench. The child has never shown any capacity to learn by association, that is, if one does behavior A, then B will occur. Not only did she learn, but the learning generalized outside of the treatment area such that she found and maintained an upright sitting posture at home and school without cueing. Having mastered the sitting goal, new goals were established for her treatment. The new goals began 4 weeks after she demonstrated mastery of sitting and there was no indication that her sitting posture had deteriorated in any way. Sitting with a severe back curvature for prolonged periods at this age poses problems for later development of the spine and negatively affects the ability to maintain good breath support for speech therapy.

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