Increased endothelin and creatine kinase after electrical stimulation of paraplegic muscle.

The purpose of this study was to assess changes in creatine kinase (CK) and endothelin (ET) in individuals with spinal cord injury (SCI) after computerized functional electrical stimulation leg ergometry (CFES LE). Eight subjects (7 male and 1 female) with complete spinal cord lesions (C7 to L1) completed zero-loaded CFES LE tests at baseline, after 3, 6, and 12 wk of CFES LE training (30 min, 3 times/wk), and also after detraining (DT) (n = 5). Venous blood samples were drawn 24, 48, and 72 h after CFES LE for measurement of ET and CK. The CK response was largest (peak CK) 72 h after baseline tests (28.2 +/- 6.0 to 895.7 +/- 345.9 ktals/l) and was no different from baseline by weeks 3, 6, and 12. After DT, CK was similar before and after CFES LE (153.8 +/- 19.0 and 189.7 +/- 34.5 ktals/l, respectively). CFES LE also significantly increased peak ET after baseline (from 11.7 +/- 1.5 to 18.0 +/- 2.5 pg/ml). During the subsequent training, peak ET remained significantly higher than the baseline value at weeks 3, 6, and 12 (20.2 +/- 1.8, 18.0 +/- 1.1, and 16.9 +/- 2.2 pg/ml, respectively). After DT, peak ET increased significant relationship (r = 0.44) existed between ln peak CK activity and peak ET. In summary, the increase in circulating ET in spinal cord-injured individuals may have implications for baroreceptor function and therefore blood pressure control in SCI. Further research into CFES LE, ET, and baroreceptor function in SCI is warranted.

Effects of electrical stimulation and upper body training after spinal cord injury.

The purpose of this study was to measure the cardiorespiratory improvements during the initial weeks of training in individuals with spinal cord injury (SCI). Eight adult volunteers (ages 23-41) with paraplegia (T4-L1, N = 7) and low levels of quadriplegia (C7, N = 1) participated in a 12-wk training program consisting of 6 wk of computerized functional electrical stimulation leg ergometry (CFES LE) followed by 6 wk of combined arm ergometry and CFES LE (hybrid ergometry; HE). Measures of peak oxygen consumption (pV02) and immediate post-exercise blood lactate (La-) were collected during an intermittent CFES LE graded exercise test (3-min stages; 1/8-kp increments) prior to training (0T), following 6 wk of CFES LE training (6T) and following 6 wk of HE training (12T). Voluntary arm ergometry (AE) graded exercise tests were also completed at each of 0T, 6T, and 12T, and an intermittent graded HE test was also given at 6T and 12T. Following the 6 wk of CFES LE, AE pVO2 increased from 1.14 +/- 0.09 l.min-1 to 1.39 +/- 0.172 l.min-1 (P < 0.05), and CFES LE pVO2 increased from 0.51 +/- 0.05 l.min-1 to 0.83 +/- 0.06 l.min-1 (P < 0.05). Following the 6 wk of HE, HE pVO2 increased from 1.31 +/- 0.15 l.min-1 to 1.49 +/- 0.14 l.min-1 (P < 0.05). HE pVO2 was 58%-60% higher than CFES LE pVO2 at the mid- and post-testing periods. HE pVO2 was 14% higher than AE pVO2 at the post-testing period.(ABSTRACT TRUNCATED AT 250 WORDS)

A dynamic balance measure for persons with severe and profound mental retardation.

The present study's purpose was to probe into the reliability and validity measurement of dynamic balance for individuals with IQs below 29. The 91 subjects were asked to complete the Papcsy-DePaepe test and the Bruininks test according to each test's protocol. Correlations of odd-even scores produced a reliability of .98 for the Papcsy-DePaepe test. Concurrent validity was indicated by a Pearson product-moment correlation of .64 between the two tests. Subsequent 3 x 2 x 2 multivariate analyses of variance confirmed a significant difference between the two tests and that retardation was associated with balance performance although age and gender were not.

A critique of therapeutic intervention programming with reference to an alternative approach based on motor learning theory.

As an alternative to current therapeutic intervention programming for developmentally delayed children, a rationale for intervention programming based on theories of motor control and learning is presented. The authors believe that the keys to successful motor training programs are repetition, correctly performed practice of functional skills, and sufficient learning time to facilitate skill retention and transfer. In order for therapists to construct and implement the most appropriate motor training programs for developmentally delayed children, they must be knowledgeable of the sensory-motor basis of motor skill acquisition. Some of the more important concepts of motor control and learning are presented.