Effects of an Intensive Rhythmic Dance Program on Learning Skills in Children With Cerebral Palsy

Effects of an Intensive Rhythmic Dance Program on Learning Ability in Children With Cerebral Palsy

Cerebral palsy is a neurological disorder that affects 1 in 1,000 children and causes motor disability , with sometimes sensorymotor disability which have consequences on daily life. The aim of rehabilitation for people with cerebral palsy is to improve patients' independence and quality of life. A major stake for these people is therefore to learn new behaviors by fostering motor, cognitive, and psychosocial development. Dance is a relevant activity, as it is a physical and enjoyable learning activity and a multisensory environment. Moreover, scientific literature suggests motor and psycho-affective benefits associated with dance practice in children with cerebral palsy, especially when it involves rhythmic stimulation. The aim of this project is therefore to assess the effect of a rhythm-based dance program on motor learning ability, as rhythmic auditory stimulation can improve motor control in patients with other neurological disorders (e.g., Thaut, 2015). We suppose that being able to synchronize through the practice of rhythmic dance could facilitate the learning of cognitive and psychosocial motor skills.

To reach this goal, we will conduct a Single Case Experimental Study (SCED). Using this individual analysis method, we will repeatedly evaluate a target behavior to determine whether a dance program facilitates motor, cognitive, and psychosocial learning for each participant.

The dance program will take place over two weeks. Three instructors will lead dance classes (two 2-hour sessions per day with breaks) during the first week, and three one-hour dance classes during the second week. Assessments will be conducted before (baseline, phase A), during (intervention, phase B), after the dance workshop (follow-up phase, FU), and far from it (final study visit).

Inclusion Criteria:

• Age between 6 and 17 years old
• Diagnosis of cerebral palsy
• Level I to IV on the Gross Motor Function Classification System (GMFCS, Palisano et al., 2008) : with or without an armchair
• Level I to IV on the Manual Ability Classification System (MACS, Eliasson et al., 2006)
• Affiliation with or beneficiary of a Social Security scheme
• Ability to understand instructions (investigator's assessment)

Exclusion Criteria:

• Autism spectrum disorder diagnosed according to DSM-5 criteria (APA, 2013)
• Hearing impairment diagnosed according to DSM-5 criteria (APA, 2013) or uncorrected hearing impairment that prevents the individual from hearing music at a volume between 45 and 70 decibels
• Visual impairment diagnosed according to DSM-5 criteria (APA, 2013) and uncorrected
• Intellectual Developmental Disorder diagnosed according to DSM-5 criteria (APA, 2013)
• Behavioral/conduct disorders diagnosed according to DSM-5 criteria (APA, 2013)
• Child enrolled in a dance program specifically focused on rhythm
• Child whose parents are both subject to legal protection measures (guardianship, curatorship, judicial protection)