| Literature DB >> 29514677 |
Tai-Wa Liu1,2, Gabriel Y F Ng1, Shamay S M Ng3.
Abstract
BACKGROUND: The consequences of falls are devastating for patients with stroke. Balance problems and fear of falling are two major challenges, and recent systematic reviews have revealed that habitual physical exercise training alone cannot reduce the occurrence of falls in stroke survivors. However, recent trials with community-dwelling healthy older adults yielded the promising result that interventions with a cognitive behavioral therapy (CBT) component can simultaneously promote balance and reduce the fear of falling. Therefore, the aim of the proposed clinical trial is to evaluate the effectiveness of a combination of CBT and task-oriented balance training (TOBT) in promoting subjective balance confidence, and thereby reducing fear-avoidance behavior, improving balance ability, reducing fall risk, and promoting independent living, community reintegration, and health-related quality of life of patients with stroke.Entities:
Keywords: Balance self-efficacy; Cognitive behavioral therapy; Fall risk; Fear of falling; Stroke rehabilitation; Subjective balance confidence
Mesh:
Year: 2018 PMID: 29514677 PMCID: PMC5842580 DOI: 10.1186/s13063-018-2549-z
Source DB: PubMed Journal: Trials ISSN: 1745-6215 Impact factor: 2.279
Progression criteria for task-oriented balance training
| Exercise | Progression criteria | Method of progression |
|---|---|---|
| Stepping up and down | Able to complete 50 times | Starting with a 2-in.-high wooden step, then progressing to 4- and 6-in.-high wooden steps after the progression criteria have been met |
| Heel-raising exercises | Able to complete 25 times with at least 5 s held on each repetition | Starting with a 2-in.-high wooden step, then progressing to 4- and 6-in.-high wooden ramp after the progression criteria have been met |
| Semi-squatting | Able to maintain knee flexion angle of 30 degrees without obvious shaking | Starting with a 3-min rest interval midway through the trial, which is subsequently reduced to 2 min, 1 min, and 0 min |
| Standing on duraDisc | Able to stand without external assistance for at least 1 min (holding handrail or supported by another) | Decrease the base of support |
| Walking across obstacles | Able to complete the task within a pre-set duration (20 s at the beginning) without knocking down the obstacles | Shorten the pre-set duration and increase number of obstacles |
Fig. 1Schedule of enrollment, interventions, and assessments. ABC-C Activities-specific Balance Confidence Scale (Chinese version), BBS Berg Balance Scale, CBT cognitive behavioral therapy, CIM-C Community Integration Measure (Chinese version), GHE general health education, IADL-C Lawton Instrumental Activities of Daily Living (Chinese version), SAFFE-C Survey of Activities and Fear of Falling in the Elderly (Chinese version), SF36-C MCS mental component of the Chinese version of the Short Form General Health Questionnaire, SF36-C PCS physical component of the Chinese version of the Short Form General Health Questionnaire, S-PPA Short-form Physiological Profile Assessment, TOBT task-oriented balance training
Fig. 2Flow diagram for clinical trial
Weekly themes and main content of CBT sessions
| Week | Weekly theme |
|---|---|
| 1 | Introduction and briefing on the aims of the rehabilitation program |
| 2 | Understanding the relationships between thoughts, emotions, and behavior |
| 3 | Exploring thoughts and maladaptive responses |
| 4 | Exploring adaptive thoughts and behavioral responses |
| 5 | Implementing and reviewing behavioral changes related to ADL |
| 6 | Implementing and reviewing behavioral changes related to social activities |
| 7 | Reviewing and advancing individual therapeutic goals |
| 8 | Consolidating the experiences of the rehabilitation program |
ADL activities of daily living, CBT cognitive behavioral therapy
Weekly topics of general health education sessions
| Week | Topic | Content | Materials |
|---|---|---|---|
| 1 | Home safety | Strategies for removing potential home hazards to prevent residential accidents, such as the proper placement of sharp objects, the safe use of electric appliances, and fire safety. | • Audio-visual presentation |
| 2 | Choice of healthy foods | Information on food labels and allergies will be provided to facilitate the choice of healthy foods. | • Audio-visual presentation |
| 3 | Diet | Tips on healthy diet, such as a food pyramid and healthy recipes, will be introduced to establish a healthy eating style. | • Audio-visual presentation |
| 4 | Brain health | Concepts of the mind and memory will be introduced and mini-games relating to brain health will be played to raise awareness of the importance of maintaining brain health. | • Audio-visual presentation |
| 5 | Hand care | The importance of hand and wrist care will be emphasized and the appropriate choice and use of hand-care products introduced. | • Audio-visual presentation |
| 6 | Foot care | The importance of foot and ankle care will be introduced, followed by information on maintaining foot and ankle care. | • Audio-visual presentation |
| 7 | Flu prevention | Health information, including the symptoms, prevention, and treatment of flu, will be provided and ways to prevent flu discussed. | • Audio-visual presentation |
| 8 | Handicrafts | The importance of developing hobbies and leisure activities will be discussed, followed by a demonstration of some common handicrafts. | • Audio-visual presentation |