Advanced Prosthetic Gait Training Tool

2013 ◽  
Author(s):  
Karim Abdel-Malek
Keyword(s):  
Gait Training ◽  
Training Tool

Advanced Prosthetic Gait Training Tool

2014 ◽  
Author(s):  
Karim Abdel-Malek ◽  
Rajan Bhatt ◽  
Salam Rahmatalla ◽  
John Yack
Keyword(s):  
Gait Training ◽  
Training Tool

scholarly journals The effect of an end-effector type of robot-assisted gait training on patients with Guillain-Barre syndrome: a cross-sectional study

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1465
Author(s):  
Seung Yeon Rhee ◽  
Hara Jeon ◽  
Seong Woo Kim ◽  
June Sung Lee
Keyword(s):  
Outcome Measures ◽  
Gait Training ◽  
Guillain Barre Syndrome ◽  
Walking Ability ◽  
Robot Assisted ◽  
End Effector ◽  
Training Tool ◽  
Guillain Barré Syndrome ◽  
Gait Function ◽  
Guillain Barré

Background: Guillain-Barre syndrome (GBS) is a peripheral nerve injury caused by a post-infectious immune response. Although the prognosis of GBS is relatively good, some patients have severe impairments, such as walking disabilities. Robot-assisted gait training (RAGT) is used to improve gait function in various neurologic disorders; however, no studies have reported its effectiveness in GBS patients. We aimed to evaluate the effect of gait training using an end-effector type robotic device on GBS patients. Methods: This was a retrospective study of patients diagnosed with GBS who received RAGT using Morning Walk® at an inpatient department. The main outcome measures evaluated before and after RAGT were: Medical Research Council scale, Functional Ambulation Categories, Modified Barthel Index score, Rivermead Mobility Index, and 2-minute walk test. Results: In total, 15 patients underwent RAGT 24 times. The mean age was 55.7 (±15.3) years and the average time from onset was 3.9 (±3.6) months. When compared to the baseline, all outcome measures associated with gait function were improved after RAGT. Conclusions: RAGT can improve walking ability in GBS patients. RAGT can be considered as one gait training tool to recover gait function in GBS patients.

scholarly journals Pushing a Sled: Assessing its Impact on Gait Temporospatial Parameters in Young Healthy Adults [Texas Woman's University]

2019 ◽  
Author(s):  
Aneesah Hyder ◽  
Chad Swank ◽  
Martin G Rosario
Keyword(s):  
Young Adults ◽  
Repeated Measures ◽  
Stride Length ◽  
Stance Phase ◽  
Gait Cycle ◽  
Gait Training ◽  
Swing Phase ◽  
Training Tool ◽  
Proportional Increase ◽  
The Impact

BACKGROUND: Resistance exercise (RE) has been demonstrated as a superior modality for increasing muscle strength, muscle endurance, power, and motor performance. The sled used in this study is a novel device that provides proportional increase in resistance with increased speed. PURPOSE: To examine the impact of resistance on gait temporospatial parameters using a resistance sled in healthy young adults while walking and running. METHODS: Fifteen young adults (ages 21-35) were recruited to participate in this study. Sensors (accelerometers and gyroscopes) were placed on each subject at the chest, waist, both wrists, and ankles. Each participant performed three trials of 40 feet for the following conditions: self-paced walking (W), self-paced walking while pushing the sled (WP), and maximal speed running while pushing the sled (RP). RESULTS: A repeated measures MANOVA was conducted to compare gait temporospatial parameters across conditions. Results indicate significant differences (P <0.005) between all conditions for stride length, cadence, double support time, swing %, and stance %. Stride length decreased across all conditions: W (85+/-3.0), WP (68+/-4.1), and RP (56+/-7.0). Cadence decreased while WP (92+/-10.1), yet increased during RP (169+/-14.9), compared to W (109+/-6.7). During WP and RP, participants demonstrated greater gait cycle percentage in stance phase [(WP, stance phase: 66+/-1.6, swing phase: 34+/-1.6) and (RP, stance phase: 57+/-2.7, swing phase: 42+/-2.7)] when compared to W (stance phase: 37+/-2.1, swing phase: 37+/-2.2). CONCLUSIONS: Longer stance phase with proportional increase in resistance could be utilized as a combined resistance and gait training tool as opposed to only gait training. Future studies should focus on neuromuscular activation of the lower extremity, specifically the muscles involved in the gait cycle stance phase, when walking or running with resistance.

Persons With Multiple Sclerosis Show Altered Joint Kinetics During Walking After Participating in Elliptical Exercise

2012 ◽  
Vol 28 (3) ◽  
pp. 249-257 ◽  
Author(s):  
Jessie M. Huisinga ◽  
Kendra K. Schmid ◽  
Mary L. Filipi ◽  
Nicholas Stergiou
Keyword(s):  
Multiple Sclerosis ◽  
Exercise Intervention ◽  
Gait Training ◽  
Joint Power ◽  
Joint Kinetics ◽  
Joint Torques ◽  
Training Tool ◽  
Supervised Exercise ◽  
Abnormal Gait ◽  
Reduced Physical Activity

Patients with multiple sclerosis (MS) experience abnormal gait patterns and reduced physical activity. The purpose of this study was to determine if an elliptical exercise intervention for patients with MS would change joint kinetics during gait toward healthy control values. Gait analysis was performed on patients with MS (n= 24) before and after completion of 15 sessions of supervised exercise. Joint torques and powers were calculated, while also using walking velocity as a covariate, to determine the effects of elliptical exercise on lower extremity joint kinetics during gait. Results show that elliptical exercise significantly altered joint torques at the ankle and hip and joint powers at the ankle during stance. The change in joint power at the ankle indicates that, after training, patients with MS employed a walking strategy that is more similar to that of healthy young adults. These results support the use of elliptical exercise as a gait training tool for patients with MS.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

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