Current & Past Studies
Current Study:
- Period: September 2024 to July 2026
- Funding:
- National Institutes of Health
- UConn Institute for the Brain and Cognitive Sciences (IBACS) Seed Grant
- UConn Core Incentive Program
- Description: This randomized controlled trial assesses the feasibility and efficacy of 2 types of play-based upper extremity training programs co-delivered by researchers and caregivers over 6 weeks within home/community-based settings in children with hemiplegia between 3 and 8 years of age. We are comparing the effects of a novel play-based intervention using single joystick-controlled ride-on toys (called SPEED training) to an intervention based on the standard-of-care occupational therapy (called CRAFT program) on affected arm function and spontaneous use in children with hemiplegia.
Past Studies:
- Period: November 2022 to May 2024
- Funding:
- National Institutes of Health: Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institute of Neurological Disorders and Stroke, National Institute of Biomedical Imaging and Bioengineering and the American Academy for Cerebral Palsy and Developmental Medicine (AACPDM) through the National Pediatric Rehabilitation Resource Center (C-PROGRESS)
- Description: This single arm clinical trial evaluated the effects of a 6-week, home-based upper extremity training program using modified, commercially available, single joystick-operated ride-on toys to promote spontaneous affected arm use and motor function in 15 children with Unilateral Cerebral Palsy. The training program was co-delivered by the research team and caregivers. The study assessed whether adding the novel upper extremity training program to usual care children received was better than usual care alone. Findings of the study indicated that it was feasible to implement the novel upper extremity training program using ride-on toys in home settings in collaboration with caregivers. Children enjoyed the training and caregivers indicated that the program was beneficial in improving their child’s upper extremity function. We found that the addition of the innovative training program using ride-on toys to usual care led to larger improvements in motor function and independence in bimanual daily activities assessed using a standardized motor test and a caregiver- report questionnaire compared to usual care provided alone.
Effects of a novel, child-friendly training program using a joystick-operated modified powered ride-on-car on bilateral upper extremity function in children with hemiplegic Cerebral Palsy
- Period: Summer 2021, 2022, 2023, 2024
- Funding: Start-up funds from the University of Connecticut
- Description: In partnership with an annual community-based upper extremity training summer camp (called the Lefty and Righty Camp of Connecticut in Waterbury, CT) for children with Unilateral Cerebral Palsy, we assessed the feasibility of implementing an innovative ride-on toy-based upper extremity training program with children with Unilateral Cerebral Palsy. We were especially interested in evaluating perspectives of stakeholders (children, caregivers, and camp staff/clinicians) related to acceptance, satisfaction, and feasibility of the innovative program. In Summer 2021, the research team delivered a unimanual training program using single joystick-operated ride-on toys. In Summer 2022, the research team delivered a bimanual training program using dual joystick-operated ride-on toys. In summers 2023 and 2024, we (research team) trained clinicians and camp staff members to deliver the unimanual and bimanual training programs respectively with children. Overall, across studies we found that it was feasible to integrate the innovative training program using ride-on toys into the existing camp structure, and it was possible to train clinicians to deliver the training. Moreover, children found the training enjoyable across years, and clinicians felt that the novel program was helpful in boosting child motivation and encouraged children to use their affected arm in creative and playful ways. Together with other camp programming, the novel training program led to improvements in children’s affected arm function assessed using standardized tests and a clinician-report questionnaire.
Effects of a community-based, family-centric rhythm intervention in school-age children with ASD
- Period: August 2019 to August 2022
- Funding:
- UConn Research Excellence Program, Office of Vice Provost for Research
- Description: This multi-site study conducted at the University of Connecticut and the University of Delaware compared the effects of 3 different types of movement-based interventions delivered over 8 weeks on gross and fine motor skills in school age children with autism spectrum disorder between 5 and 14 years. This randomized controlled trial compared 3 interventions: creative movement, general movement, and sedentary play in 45 children with autism. Since the study was conducted during the COVID-19 pandemic, a subset of children in the study across all 3 groups were seen via telehealth. Overall, we found that movement-based interventions led to improvements in gross motor skills, repetitive behaviors, imitation/praxis skills, and executive function among children, while the seated play intervention only led to improvements in fine motor skills. Our work suggests that whole body movement-based interventions can be used to effectively promote motor, social communication, and behavioral skills in children with autism.
Youth Physical Activity Associations among impairments and physical activity in young adults with developmental disabilities
- Period: July 2019 – December 2021
- Funding: UConn Institute for Collaboration on Health, Intervention, & Policy
- Description: Youth with developmental disabilities are a growing underserved population with special healthcare needs. More than 80% of youth with disabilities do not meet guidelines for recommended physical activity. With an increase in age, individuals with disabilities are more likely to be sedentary, with a progressive decline in physical activity levels. In this study, we were interested in examining factors associated with physical activity engagement among youth with developmental disabilities and strategies to increase physical activity, physical fitness, and bring about sustained behavior change related among youth. We conducted focus group discussions with youth, families, special educators, and therapists to obtain information on physical activity levels among youth with disabilities, barriers for them to be active, and recommendations to improve physical activity among youth with disabilities. Youth preferred activities that were fun, not too challenging, non-competitive, and that promoted interactions with neurotypical peers. Families face the burden of sustaining physical activity in their adult children after school-age, and experienced barriers related to accessibility and affordability of adult-oriented programs, availability of trained personnel, and challenges in balancing multiple work and family-related commitments. Based on these pilot data, we are interested in developing motivating, inclusive physical activity programs that can promote active lifestyles among youth with disabilities.
A study on the usability and effectiveness of Jellow communicator, a novel, pictorial, augmentative and alternative communication aid for individuals with communication impairments
- Period: December 2017 – December 2019
- Funding: UNICEF Innovation Fund
- Description: This project aimed at testing the efficacy and usability of an open-source augmentative and alternative communication tool called Jellow Communicator that was developed using iterative, user-centric design methodology by an interdisciplinary team comprising graphic designers, software engineers, and researchers with ongoing input from children, families, special educators, and rehabilitation experts (speech and physical therapists) based in India. The need for this tool emerged from the scarcity of socio-culturally and linguistically adapted, cost-effective, child-friendly, and easy to use augmentative and alternative communication systems in India. The purpose of this quasi-experimental, longitudinal study was to collect data on the efficacy of the multi-modal Jellow Communicator augmentative and alternative communication system (inclusive of low-tech picture cards and high-tech Jellow app) in promoting requesting skills in young children with autism spectrum disorder. The study was conducted in a special school in Mumbai, India and involved the Jellow system being incorporated as part of weekly speech therapy sessions of 17 children with autism between 3.5 and 12 years. Our research questions were as follows: (1) How do communication skills of children with autism who use multiple communication modalities change, following a 3-month training program using the icon-based Jellow communicator system? and (2) How do parent/caregiver perceptions of their child’s communication skills, functional independence, well-being, and quality of life change, following a 3-month training program using the icon-based Jellow communicator AAC system? The study suggested that children significantly improved their stage of communication, and a majority of children transitioned from flashcards to using the Jellow app to request for preferred items. Children also increased the proportion of spontaneous requests over the course of training. Caregivers reported a positive perceived psychosocial impact of the Jellow system on their child’s self-esteem, adaptability, and competence.