Effects of sit to stand training on functional balance of children with cerebral palsy

Abstract

This quasi-experimental study aimed to investigate the effects of task-specific training: sit to stand on functional balance in children with cerebral palsy. The study recruited 10 school children, aged between 6 to 15 years, with a Gross Motor Function Classification System-Expanded and revised version (GMFCS-E&R) level I to III. Subjects were evaluated their abilities of sit to stand using the Motor Assessment Scale (MAS: sit to stand item). Their functional balance was assessed using Pediatric Balance Scale (PBS), Functional Reach Test (FRT) in sitting posture and Five Times Sit to Stand (FTSST). The subjects attended 20-minute task specific training program of sit to stand 3 times a week for 6 weeks.   Wilcoxon Signed Rank test (P < 0.05) was used to analyze the outcome differences between pre-training and post-training, and those between post-training and the follow-up periods. Results were found that the median (range) score of sit to stand item in MAS was significantly improved from 2 (2-6) at pre-training to 4 (2-6) at post-training (P = 0.03). Median reaching distance during sitting was significantly increased from 25.5(3-34) at pre-training to 29(10-50) cm. at post-training (P = 0.02). Total balance scores were significantly increased from 40.5 (7-55) at pre-training to 44.5 (8-55) at post-training (P = 0.04). The median of time spent for five times sit to stand in children with GMFCS-E&R level I-II was significantly decreased from 21.8 (13.31-48.34) at pre-training to 14 (10.47-32.31) seconds at post-training (P = 0.03). The effects of training remained after 6 weeks post training. Results of this study implied that specific sit to stand training improved an ability of sit to stand and functional balance in subjects with cerebral palsy.