| Literature DB >> 31718583 |
Erika Franzén1,2,3, Hanna Johansson4,5, Malin Freidle4, Urban Ekman6,7,8, Martin Benka Wallén4, Ellika Schalling9,10, Alexander Lebedev11,12, Martin Lövdén11, Staffan Holmin12, Per Svenningsson12, Maria Hagströmer4,5,13.
Abstract
BACKGROUND: Parkinson's disease (PD) affects many physiological systems essential for balance control. Recent studies suggest that intensive and cognitively demanding physical exercise programs are capable of inducing plastic brain changes in PD. We have developed a highly challenging balance training (the HiBalance) program that emphasizes critical aspects of balance control through progressively introducing more challenging exercises which incorporates dual-tasking. Earlier studies have shown it to be effective in improving balance, gait and dual-tasking. The study design has thereafter been adjusted to link intervention-induced behavioral changes to brain morphology and function. Specifically, in this randomized controlled trial, we will determine the effects of the HiBalance program on balance, gait and cognition and relate this to task-evoked functional MRI (fMRI), as well as brain-derived neurotrophic factor (BDNF) in participants with mild-moderate PD.Entities:
Keywords: Balance; Cognition; Dual-task; Exercise; Gait; Imaging; Magnetic resonance neural growth factor; Neuroplasticity; Parkinson’s disease
Mesh:
Year: 2019 PMID: 31718583 PMCID: PMC6849188 DOI: 10.1186/s12883-019-1520-2
Source DB: PubMed Journal: BMC Neurol ISSN: 1471-2377 Impact factor: 2.474
Fig. 1Flowchart of the study
Study exclusion and inclusion criteria
| Inclusion criteria | Exclusion criteria |
|---|---|
- Idiopathic PD - Hoehn & Yahr [ - Stable dose of anti-Parkinson’s medication for approximately 3 weeks - ≥ 60 years of age - Montreal Cognitive Assessment (MoCA) [ - Ambulate indoors without mobility aid - Balance impairments (≤27 on the Mini-BESTest) | - Any other existing disorder that may substantially influence balance performance, voice or speech performance or participation in the interventions - Having participated in an intensive exercise program for balance or speech during the last six months For imaging - Pacemakers, deep brain stimulators or other MRI incompatible implants - Claustrophobia - Unilateral or bilateral blindness - Inability to hear instructions without hearing aid - Severe states of: diplopia, tremor, dyskinesia or dystonia |
Overview of the main components and the progression of the interventions
| Intervention | Main Components | Progression (blocks) | ||
|---|---|---|---|---|
| A | B | C | ||
(intervention group) | ➢ Sensory integration ➢ Anticipatory postural adjustments ➢ Motor agility ➢ Stability limits | Exercises with focus on movement quality, familiarization of the exercises and task-specific motor learning. Single task performance of exercises pertaining to each of the main components. | Increased level of difficulty of the exercises. Variation of the exercises within the components. Introducing cognitive and motor dual tasks to increase the complexity of the exercises. | Complexity increased by task variation and combining exercises from all four main components, and by integrating simultaneous cognitive and motor dual tasks. |
(control group) | ➢ Voice intensity ➢ Articulatory precision ➢ Word retrieval ➢ Memory | Exercises with focus on breathing, phonation and articulation. Establishing increased vocal loudness while maintaining good voice quality | Increased level of difficulty of the exercises. Introducing memory games and associational tasks to increase cognitive load during exercises. | Complexity increased by increasing difficulty of memory games, incorporating more interaction between participants and by adding background noise. |
Fig. 2illustrates the experimental set-up of the single tast (ST) and dual-task (DT) during the functional magnetic resonance imaging (fMRI). During both visu-motor tasks four white circles are shown on a black screen with one circle blinking (turning grey) every 1.2 s. The participants will have a 2-button response box in each hand and use their index and middle fingers to respond to the circle turning grey by pressing the corresponding button. During the DT, participants will also perform a counting task, i.e. count how many white plus sign appearing on the screen during the block. After each DT-block, participants will be given four alternatives and respond with the corresponding button how many plus-signs they have counted