Effect of Trunk Support on Academic Engagement of Children With Severe Disability

Head and trunk posture control are foundational skills, impacting vision, communication, swallowing, eating, reaching, and gait. Vision, communication and upper extremity skills are critical for participation in educational settings. From an academic point of view, participants with poor trunk stability have difficulties staying erect and keeping their head and trunk steady. This interferes with concentration, reduces ability and aptitude for learning and can lead to fatigue and reduced time on task. Examination of the effect of optimal trunk support may yield critical information regarding academic engagement in children with moderate to severe disability.

The investigators propose to facilitate use of a segmental approach by physical and occupational therapists in educational settings. Activities will include identifying level of trunk control and applying segmental principles to adapt participant's positioning devices for optimal function.

Inclusion criteria

• Referral from physical, occupational or speech therapist working in Hartford Public School District or Connecticut Birth to Three,
• Segmental deficit in trunk control as measured by Segmental Assessment of Trunk Control
• parent or guardian consent that includes permission for video data collection and sharing of IEP (individualized education plan) or IFSP (individualized family support plan).

Exclusion criteria

• pain that interferes with positioning,
• impending surgery that will result in extended absence from school