Learning Strategies for Improving Dual Task Performance in Multiple Sclerosis

Learning Strategies for Improving Dual Task Performance in Multiple Sclerosis

This study is a randomized controlled study in which we aim to include 60 persons with Multiple Sclerosis and 30 healthy controls. Two different learning strategies, an explicit and an implicit one, will be compared on effects on dual task performance. Further, clinical profile associated with these effects, and brain activity measured by functional near-infrared spectroscopy during dual tasking will be investigated.

To this end, the study will cover 4 days:

Day 1: examine clinical profile; Day 2: baseline dual task measures; Day 3: experimental learning paradigm with subjects randomly assigned to either the implicit or the explicit learning condition.

Day 4: delayed retention dual task and fNIRS measures.

Inclusion Criteria:

• all participants: minimal cognitive function (MoCA ≥ 26)

• Persons with MS:

  • Diagnosis of MS
  • EDSS 2.0 - 5.5
  • No relapse within the past 30 days.
  • Able to walk minimally 6 minutes consecutively and to step over the stepping platform without aid.

Exclusion Criteria:

• Other medical conditions interfering with mobility.
• Other neurological conditions.
• Not able to understand instructions.
• Major (unresolvable) problems with hearing or vision.