Article

PURPOSE: To determine the feasibility of a school-based virtual rehabilitation
intervention for children with cerebral palsy. METHODS:
A feasibility study was
conducted using a mixed method approach. Participants were five children with
cerebral palsy who were currently attending a rural school. Each child received
an 8-week rehabilitation programme involving an Interactive Virtual Reality
Exercise (IREX) system. The IREX was placed in the child's school for the
duration of the intervention. Each child's programme was designed by a
physiotherapist but supervised by a teacher aide at the school. Feasibility of
the intervention was assessed through a questionnaire completed by the child and
an interview conducted with the teacher supervisor. RESULTS: The children all
rated the IREX intervention as fun, easy to use, and beneficial for their arm.
Categories from the supervisor interviews centred on resolving technical issues,
the enjoyment of taking part due to the child's progress, and the central role of
interacting with the child. Input from the research physiotherapist was critical
to the success of the intervention. CONCLUSIONS: The IREX is feasible to
implement in a school-based setting supervised by teachers. This provides an
option for delivering physiotherapy to children in isolated areas who do not
receive on-going therapy. Implication for Rehabilitation Virtual rehabilitation
programmes using the IREX are feasible in a school-based setting. The negative
impact of technical difficulties is likely to be overcome by the user's enjoyment
and rehabilitation benefits gained. Input from a therapist in designing and
monitoring the programme is critical.

Langue : ANGLAIS